ISBN:
9789048139378
,
1283085615
,
9781283085618
Language:
English
Pages:
Online-Ressource (XX, 220p, digital)
Series Statement:
Professional and Practice-based Learning 7
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Medical Education
;
Education, Higher
;
Education
;
Education
;
Medical Education
;
Education, Higher
Abstract:
In higher education institutions across the globe, there is a growing interest in integrating classroom learning with experience in practice settings. This interest is the result of an increased emphasis on courses that prepare students for specific occupations in the hopes that upon graduation students will be job-ready. Developing Learning Professionals: Integrating Experiences in University and Practice Settings explores how the integration of student experiences across university and practice settings might best be used to produce college graduates who are adept, critical practitioners. To do so, it draws on the findings of a series of projects in Australia that investigated diverse aspects of work-related learning. Through these projects, a range of scholars and researchers consider different aspects of this educational initiative within the same national higher education context. They address pedagogic and curriculum practices, institutional arrangements and partnerships of varying kinds, and a consolidated set of perspectives.
Description / Table of Contents:
Series Editors Foreword; Preface; Series Introduction; Contents; Contributors; About the Authors; 1 Promoting Professional Learning: Integrating Experiences in University and Practice Settings; 1.1 New Educational Challenges for Professional Learning; 1.1.1 Projects Informing This Volume; 1.1.2 Conceptual Premises for Appraising the Worth of Integrating Experiences; 1.2 Integrating Practice and University Experiences: Curriculum and Pedagogy Practices; 1.3 Institutional Practices and Imperatives; References
Description / Table of Contents:
2 Integrating Experiences in Workplace and University Settings: A Conceptual Perspective2.1 Educational Purposes for Integrating Experiences in University and Practice Settings; 2.1.1 Conceptual, Procedural, Dispositional Knowledge: Canonical Forms and Situational Versus Personal Attributes; 2.1.2 Agency of Learners; 2.2 Conceptions of Contributions from Both Settings: Beyond the Theory-Practice Divide; 2.2.1 Constituting Integration; 2.2.2 Three Accounts of Integrations; 2.3 Towards Effective Integration: Pedagogy and Curriculum; 2.3.1 Considerations for Curriculum
Description / Table of Contents:
2.3.2 Considerations for PedagogyReferences; Part I Integrating Practice and University Experiences: Curriculum and Pedagogy Practices; 3 Preparing Nurses and Engaging Preceptors; 3.1 Introduction; 3.2 Preceptorship; 3.3 Creating an Environment That Supports Learning Opportunities; 3.3.1 LearningA Reciprocal Process; 3.3.2 Recognising the Uniqueness of the Individual; 3.4 Enhancing Learning Opportunities and Engagement; 3.5 Generational Tensions; 3.6 Strategies for Developing a Learning Partnership; 3.7 Promoting Professional Learning at Work; References
Description / Table of Contents:
4 Targeted Preparation for Clinical Practice4.1 Introduction; 4.2 Background; Box 4.1 Year 3 students tips for transition to clinical education; 4.3 Lost in Transition; 4.3.1 What Was Enacted; 4.4 Research Methods; 4.4.1 Research Design; Box 4.2 Focus group one questions (immediately following the transition programme); 4.4.1.1 Outcome Measures; 4.4.1.2 Data Analysis; 4.5 Results and Discussion; 4.5.1 Themes from Qualitative Data Analysis; 4.5.1.1 Theme 1: Differences in Intended, Enacted, and Experienced Curriculum; 4.5.1.2 Theme 2: Authenticity as the Driver for Learning
Description / Table of Contents:
4.5.1.3 Theme 3: Facilitating Transition: Engagement with Canonical and Heuristic Knowledge4.6 Conclusion and Recommendations; References; 5 Optimising the Follow-through Experience for Midwifery Learning; 5.1 Follow-through Experiences: Pedagogic and Curriculum Considerations; 5.2 Midwifery and the Follow-through Experiences; 5.3 Intended Follow-through Experience Curriculum; 5.4 Developing Learning Professionals; 5.5 Conceptual Midwifery Knowledge; 5.6 Procedural Knowledge; 5.7 Dispositional Knowledge; 5.8 Hidden Curriculum; 5.9 A Conceptual Model for the Follow-through Experience
Description / Table of Contents:
5.9.1 Before the Follow-through Experience
Note:
Includes bibliographical references and index
DOI:
10.1007/978-90-481-3937-8
URL:
Volltext
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