Learning Through Practice

Series Foreword.- Series Editors' Foreword.- Contents.- Contributors.- 1. Learning through Practice.- 1.1 Learning through Practice.- 1.2 Emerging and Growing Interest in Learning through Practice.- 1.3 Approaches to and Models of Learning through Practice.- 1.4 Section One: Conceptual Premises of Learning through Practice.- 1.5 Section Two: Instances of Practice.- 2. Learning in Praxis, Learning for Praxis.- 2.1 Introduction.- 2.2 Praxis and Theory.- 2.2.1 A Historical Perspective.- 2.2.2 A Phenomenological Perspective .- 2.3 Learning at/for Work: A Case from Fish Culture.- 2.4 Coda.- 3. Knowledge, Working Practices, and Learning.- 3.1 My Perspective on Knowledge.- 3.2 Learning Trajectories.- 3.3 The Construction of Professional Practices in the Workplace.- 3.4 How do People Learn at Work?.- 3.5 Transfer of Knowledge Between Contexts.- 3.6 Factors Affecting Learning at Work.- 3.7 The Role of the Manager in Supporting Learning .- 4. The Practices of Learning through Occupations.- 4.1 Learning for and through Practice.- 4.2 Historical Conceptions of Learning through Practice and their Worth.- 4.3 Participatory Practice: A Conception of Learning through Practice.- 4.4 Individuals' Engagement, Agency, and Subjectivity.- Invitational Qualities.- 4.5 Intersubjectivity, Appropriation, and Extending Knowledge.- 4.6 Participation and Learning.- 5. Objectual Practice and Learning in Professional Work.- 5.1 Professional Work and Learning.- 5.2 New Contexts for Professional Work.- 5.3 Object-related Learning.- 5.4 The Study.- 5.5 Dynamics of Objectual Practice in Computer Engineering.- 5.5.1 Interplay between Explorative and Confirmative Practice.- 5.5.2 Linking Practitioners with Wider Knowledge Communities.- 5.5.3 Mediating Participation along Multiple Timescales.- 5.5.4 Facilitating Reflexive Learning.- 5.6 Concluding Remarks.- 6. Learning through and about Practice: A Lifeworld Perspective.- 6.1 A Need to Reexamine Learning through Practice.- 6.2 Historical Development ofLifeworld Perspective.- 6.3 Ways of Being in Workplace Contexts.- 6.4 Learning Ways of Being in Higher Education Contexts.- 6.5 Learning from a Lifeworld Perspective: Developing Ways of Being.- 7. Conceptualising Professional Identification as Flexibility, Stability and Ambivalence.- 7.1. Learning and Professional Identification as Life Politics.- 7.1.1 Flexibility - Stability - Ambivalence.- 7.2 Empirical Data.- 7.3 Becoming an Engineer or a Physician.- 7.3.1 Becoming an Engineer.- 7.3.2 Becoming a Physician.- 7.4 Being an Engineer or a Physician.- 7.4.1 Identification as a Flexible Strategy or a Permanent State .- 7.4.2 Engineer - Confined to Workplace, Occupation, and Hours.- 7.4.3 Physician - Profession Associated with Personality.- 7.5 Flexibility, Stability, and Ambivalence in Practice.- 7.6 Work, Life Politics, and Sustainable Life.- 7.6.1 Lifelong Qualification as Exclusion.- 7.6.2 Learning and Professional Identification as Life Politics.- 7.7 Concluding Remarks.- 8. Developing Vocational Practice and Social Capital in Jewellery.- 8.1 Introduction.- 8.2 Workplace and Practice-based Learning.- 8.3 The Development of Work Placement Scheme in the Jewellery Industry.- 8.4 The Development of Vocational Practice in the Jewellery Industry.- 8.5 Practice-based Learning: Epistemic and Pedagogic Issues.- 8.6 Conclusion.- 9. Guidance as an Interactional Accomplishment Practice-based Learning within the Swiss VET System.- 9.1 Introduction.- 9.2 Apprenticeship in the Swiss VET System.- 9.3 Researching Vocational Learning and Language-in-Interaction.- 9.4 An Interactional Approach to Guidance in the Workplace.- 9.4.1 Spontaneous Guidance.- 9.4.2 Requested Guidance.- 9.4.3 Distributed Guidance.- 9.4.4 Denied Guidance.- 9.5 Concluding Remarks and Practical Implications.- 10. Cooperative Education: Integrating Classroom and Workplace Learning.- 10.1 Cooperative Education as a Model of Practice-based Learning.- 10.2 The Development of Cooperative Education.- 10.3 The Organisational Milieu of Cooperative Education.- 10.4 Theorising Learning in Cooperative Education .- 10.5 Integrating Classroom and Workplace Learning.- 10.6 The Real Value of Cooperative Education.- 11. Individual Learning Paths of Employees in the Context of Social Networks.- 11.1 Introduction.- 11.2 Viewing the Organisation as a Network of Actors.- 11.3 Learning-Relevant Experiences Gained from the Work Network.- 11.3.1 How Actors Organise Work: A Cycle.- 11.3.2 Four Ideal Types of Work Process.- 11.3.3 Three Dimensions in Work-Network Structures.- 11.4 Learning-Relevant Experiences Gained in the Learning Network.- 11.4.1 Actors Organise Learning Networks: A Cycle.- 11.4.2 Actors Create Learning Programmes.- 11.4.3 Four Ideal Types of Learning Network.- 11.4.4 The Importance of Actors' Action Theories.- 11.5 How do Employees create their Individual Learning Paths?.- 11.6 Learning, Networks, Structure, and Agency.- 12. Apprenticeships: What happens in On-the-Job Training (OJT)?.- 12.1 Apprenticeship and Learning.- 12.1.1 Institutional History of Apprenticeship Programmes in the US.- 12.2 Methodology of this Study.- 12.3 The Physical Context of the Classroom as compared to the Field.- 12.4 On the Job: The Worksite itself as Resource for Learning.- 12.5 On the Job: Tools and Equipment as Resources for Learning.- 12.6 Learning Through Interaction without Master-Apprentice Relationships.- 12.7 Learning and the 'Bottom Line'.- 12.8 What can go Wrong.- 12.9 Apprenticeship Learning as Reproduction of the Economic Viability.- 12.10 Conclusion.- 13. Interactive Research as a Strategy for Practice-based Learninge.- 13.1 Introduction.- 13.2 Towards a Model of Competence Development.- 13.3 Cultural Context of Teachers' Learning and Professional Growth.- 13.4 Interactive Research.- 13.5 The Interactive Processes - The 'Quality Case'.- 13.5.1 Local Schools' Collective Competence Development.- 13.6 The Practice-based Model.- 13.6.1 Identifying Practice.- 13.6.2 Reflective Transformation.- 13.6.3 Joint Construction and Institutionalisation of Tools.- 13.6.4 Professional Growth and Remaking of Practice.- 14. The Relationship between Coach and Coachees.- 14.1 Coaching.- 14.1.1 The Coaching Relationship.- 14.2 Coachees' Accounts of the Coaching Relationship.- 14.3 Conclusion: Crucial Aspects of an Effective Coaching Relationship.- 15. The Development of Airline Pilot Skills through Simulated Practice.- 15.1 Pilot Training.- 15.2 Early Flight and Pilot Training.- 15.3 Pilot Education in the Jet Age.- 15.4 Influences on Major Aviation Training.- 15.4.1 Crew Resource Management and Nontechnical Skills.- 15.4.2 Technology.- 15.4.3 Simulation.- 15.5 Pilot Training into the Future.- 15.6 Practice-based Learning in Aviation.