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Francophone Perspectives of Learning Through Work

Conceptions, Traditions and Practices

  • Book
  • © 2015

Overview

Editors:
  1. Laurent Filliettaz

    1. Department of Adult Education, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland

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    You can also search for this editor in PubMed   Google Scholar

  2. Stephen Billett

    1. School of Education and Professional Studies, Griffith University, Brisbane, Australia

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Provides, for the first time, a comprehensive set of accounts of research traditions developed in the Francophone area
  • Makes accessible the traditions, concepts and practices associated with learning in and through the circumstances of work practice from the Francophone area
  • Fosters coherence and mutual understanding in the research field of learning in and through practice?

Part of the book series: Professional and Practice-based Learning (PPBL, volume 12)

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-viii
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  2. An Introduction to Francophone Perspectives of Learning Through Work

    • Laurent Filliettaz, Stephen Billett
    Pages 1-16

  3. Conceptualising the Links Between Learning and Practice

    1. Front Matter

      Pages 17-17
      Download chapter PDF

    2. Conceptualising and Connecting Francophone Perspectives on Learning Through and for Work

      • Laurent Filliettaz, Stephen Billett, Etienne Bourgeois, Marc Durand, Germain Poizat
      Pages 19-48

    3. Stimulating Dialogue at Work: The Activity Clinic Approach to Learning and Development

      • Laure Kloetzer, Yves Clot, Edwige Quillerou-Grivot
      Pages 49-70

    4. Learning by Participating: A Theoretical Configuration Applied to French Cooperative Day Care Centres

      • Gilles Brougère
      Pages 71-93

    5. Learning to Use Tools: A Functional Approach to Action

      • Blandine Bril
      Pages 95-118

    6. Learning Through Interaction with Technical Objects: From the Individuality of the Technical Object to Human Individuation

      • Germain Poizat
      Pages 119-143

    7. Learning as Transforming Collective Activity Through Dialogical Inquiries

      • Philippe Lorino
      Pages 145-168

    8. Learning as Dialogue: An “On-the-Go” Approach to Dealing with Organizational Tensions

      • Frédérik Matte, François Cooren
      Pages 169-187

    9. Discussion: Francophone Approaches to Learning Through Practice

      • Geoffrey Gowlland
      Pages 189-198

  4. Conceputalising the Links Between Training and Work

    1. Front Matter

      Pages 199-199
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    2. Vocational Didactics: Work, Learning, and Conceptualization

      • Patrick Mayen
      Pages 201-219

    3. An Activity-Centred Approach to Work Analysis and the Design of Vocational Training Situations

      • Marc Durand, Germain Poizat
      Pages 221-240

    4. Activity Analysis and Workplace Training: An Ergonomic Perspective

      • Sylvie Ouellet, Nicole Vézina
      Pages 241-256

    5. University-Corporate Partnerships for Designing Workplace Curriculum: Alternance Training Course in Tertiary Education

      • Laurent Veillard
      Pages 257-278

    6. Learning Through Verbal Interactions in the Workplace: The Role and Place of Guidance in Vocational Education and Training

      • Laurent Filliettaz, Isabelle Durand, Dominique Trébert
      Pages 279-301

    7. Transmission and Individuation in the Workplace

      • Etienne Bourgeois, Julie Allegra, Cecilia Mornata
      Pages 303-322

    8. On the Articulation of Training and Work: Insights from Francophone Research Traditions

      • Simone Volet
      Pages 323-345

    9. Understanding Learning Through and for Work: Contributions from Francophone Perspectives

      • Stephen Billett, Ray Smith, Charlotte Wegener
      Pages 347-365
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Keywords

About this book

This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. Learning for occupations, and the educational and practice-based experiences supporting it are the subject of increased interest and attention globally. Governments, professional bodies, workplaces and workers are now looking for experiences that support the initial and ongoing development of occupational capacities. Consequently, more attention is being given to workplaces as sites for this learning. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning. These include ergonomics and professional didactics. Yet, whilst being accepted and of long standing in the Francophone world, these conceptions and traditions, and the practices supporting them are little known about or understood in the Anglophone world, which is the dominant medium for scientific and educational discussion. This book addresses this problem through drawing on accounts from France, Switzerland and Canada that make accessible and elaborate these traditions, conceptions and practices through examples of their applications to occupationally related learning. These accounts offer variations and culturally-specific developments of these traditions, but collectively emphasize a preoccupation with how both work and learning need to be understood through situated considerations of persons enacting their work practice. In this way, they offer noteworthy and worthwhile contributions to contemporary global considerations of learning through work.

Editors and Affiliations

  • Department of Adult Education, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland

    Laurent Filliettaz

  • School of Education and Professional Studies, Griffith University, Brisbane, Australia

    Stephen Billett

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