Rethinking Work-Based Learning: For Education Professionals and Professionals Who Educate

Evans, Karen; Guile, David; Harris, Jess

doi:10.4135/9781446200940.n11

Cited by 44 publications

(54 citation statements)

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“…In addition to biomedical and clinical knowledge, this learning involved procedural and cultural forms of knowledge and skills (i.e. learning how we do things here ) 18,40,42 . Residents learned, for example, which diagnostic processes should be conducted before a specialist could be involved, which specialists were responsible for what kind of injury (new doctors needed to distinguish similar or overlapping areas of competence, such as those of otorhinolaryngology and craniomaxillofacial surgery), and how a patient should be presented to a specialist in order to demonstrate the competences of the ED team (47.PO); these are forms of cultural and procedural knowledge and skills that may vary according to the organisational unit.…”

Section: Resultsmentioning

confidence: 99%

Contextual dynamics in clinical workplaces: learning from doctor-doctor consultations

2013

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Section: Resultsmentioning

confidence: 99%

Contextual dynamics in clinical workplaces: learning from doctor-doctor consultations

2013

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“…Provision of learning support, encouragement and meaningful feedback often happen through a communication process that facilitates a culture of collaboration and information sharing (Slotte et al ., 2004) and provides transfer (Taylor et al ., 2009) and recontextualization (Evans et al ., 2010) of learning between work and educational settings. van der Veen (2006) notes that communication is more effective and meaningful if its participants are autonomous and creative thus underlining the links between communication on the one side and creativity and autonomy on the other side.…”

Section: Conceptual Framework: the Development Of The Discussion Guidmentioning

confidence: 99%

Use of conceptual models in self-evaluation of personal competences in learning and in planning for change*

Kersh

Evans

Kontiainen

et al. 2011

International Journal of Training and Development

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This paper demonstrates the use of conceptual modelling to assist with the competence development of adult learners with interrupted occupational and learning careers. The research introduces a self-evaluation approach used with a group of adult female students in the United Kingdom. The study aimed at increasing learners' awareness of the qualities and nature of their individual learning processes. The paper applies Kontiainen's dynamic concept analysis modelling method as a tool to assist individual students in the evaluation of their personal competences in learning. The findings of the current study suggest that providing adult learners with opportunities to evaluate their own competences may facilitate a process of making their skills visible to themselves as well as to their tutors and employers. This aims to increase their motivation to use and develop their competences. The paper provides an example and a demonstration of the self-evaluation process in action illustrated by two case studies.

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“…Knowledge needed to practice a trade can be classified as many things, from skills required for specific tasks to reflection on how specific practices may be integrated into other contexts. Muller (2009) has shown that this also has implications for contextual or conceptual coherence in curriculum orientations (see also Evans, Guile & Harris, 2011). The latter can take different perspectives, such as social order (workplace ethics or environmental issues), or constitute generic knowledge of more general procedures.…”

Section: Content Of Individualised Pedagogy: Skills or Knowledge Of Smentioning

confidence: 98%

VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic Countries

Eiríksdóttir

Rosvall

2019

European Educational Research Journal

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The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students' academic merits and achievements at school. Increased diversity seems to affect vocational education and training more than tracks preparing students for higher education, since entry into VET programmes is rarely selective. In this article we analyse a series of interviews with VET teachers regarding VET practices in upper secondary schools in Sweden and Iceland. We examine how policy plays out in practice in VET by looking at how VET teachers navigate the sometimes conflicting educational goals of employability and civic engagement, while simultaneously teaching a highly diverse group of students. In both countries, pedagogic practices are dominated by individualisation with a focus on task-related skills. Those practices are important in VET, but can exclude broader understandings of civil and workplace life, since general knowledge about areas such as ethics, democracy, equality, and environmental issues is difficult to obtain if education gives students few opportunities to interact with others, such as through group work or classroom discussions.

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Rethinking Work-Based Learning: For Education Professionals and Professionals Who Educate

Cited by 44 publications

References 0 publications

Contextual dynamics in clinical workplaces: learning from doctor-doctor consultations

Contextual dynamics in clinical workplaces: learning from doctor-doctor consultations

Use of conceptual models in self-evaluation of personal competences in learning and in planning for change*

VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic Countries

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