It takes bodies seriously, developing theoretical frameworks, offering detailed analyses from empirical studies, and opening up questions of representation. Extraordinary Learning in the Workplace is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in the practice settings of the workplace.
And Part IV focuses on the training of the instructors, visiting the three key themes of relationships, activities or tasks, and work practices. This book explores the pedagogic implications of these challenges internationally for a wide range of professions which include: accountants, military company commanders, surgeons, nurse practitioners, academic, managers, community physicians and dentists. The established view of professional development is about what the professional knows and can do. The authors broaden this view to include the systemic and contextual factors that affect learning, and the conditions necessary for effective practice and identity development across the professional lifespan.
It challenges received notions of practice, questioning the assumptions, elisions, conflations and silences on the subject.
In so doing, it offers fresh insights into learning and change, and how they relate to practice. In tandem with this conceptual work, the book details site-ontological studies of practice and learning in diverse professional and workplace contexts, examining the work of occupations as various as doctors, chefs and orchestral musicians. It demonstrates the value of theorising practice, learning and change, as well as exploring the connections between them amid our evolving social and institutional structures.
The framework focuses on staying professional and safe, considering issues of time and place, planning learning activities, initiating dialogue, networking, creating learning opportunities on-the-go, and deepening reflection. It is designed to assist students and their educators to use mobile technology knowledgeably and responsibly, and to help bridge the gap between university learning and workplace practice.
This book also contributes to a better understanding of the interconnectedness between learning, practice and technology. Let me make a prediction. I predict that many, many hundreds of people who will read this description will close this page in a few seconds. Are you out of your mind? You know which methods: toiling away at mind-numbing grammar exercises, learning words nobody uses, and, most importantly, never actually using your skills to communicate with another person.
You think there must be something better. After all, how could people master more than one foreign language in their lives if it usually takes a regular person several years just to learn the basics? They not only learn up to ten times faster than other people, they also have a lot of fun while doing it.
Learn what it is and how to apply it to your everyday life to practice your skills while doing your daily activities. This one site alone can dramatically improve your writing skills. Most people learning a foreign language do it the wrong way and it does nothing to improve their abilities.
In fact, it works to your detriment. Learn what to do instead. Reading this chapter alone can save you years of ineffective studies — especially mistake 3, so common among language learners. You can make your learning process much more enjoyable and effective by choosing the right things to read. Learn what these things are. You too can learn the slang and phrases only native speakers use — and know the language better than many academic professors.
Learn how to get over the fear of communicating with native speakers. Discover how to find more time to learn and practice your skills. Read three tips on how to deal with discouragement. Why kill yourself doing things the old, non-effective way, if you could make the process much easier and enjoy it more, too?
Account Options Sign in. Top charts. New arrivals. Bill Green Nick Hopwood November 14, The body matters, in practice.
How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notion of the professional practitioner as crucially embodied?
Beyond that, what of conceiving of the professional practice field itself as a living corporate body? How is the body implicated in understanding and researching professional practice, learning and education? The book is organized into four parts: I. It brings together researchers from a range of disciplinary and professional practice fields, including particular reference to Health and Education.
Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond. Reviews Review Policy. Published on. Flowing text, Original pages. Best For. Web, Tablet, Phone, eReader. Content Protection. Theories of Socialization Theories of Socialization Socialization is the means by which human infants begin to acquire the skills necessary to perform as functioning members of their society.
Learning Objectives Discuss the different types and theories of socialization. Cultural socialization refers to parenting practices that teach children about their racial history or heritage and, sometimes, is referred to as pride development. Sigmund Freud proposed that the human psyche could be divided into three parts: Id, ego, and super-ego.
Positive Adult Development is one of the four major forms of adult developmental study that can be identified. The other three forms are directionless change, stasis, and decline. Cooley In , Charles Horton Cooley created the concept of the looking-glass self, which explored how identity is formed. There are three components of the looking-glass self: We imagine how we appear to others, we imagine the judgment of that appearance, and we develop our self identity through the judgments of others.
Key Terms George Herbert Mead : — An American philosopher, sociologist, and psychologist, primarily affiliated with the University of Chicago, where he was one of several distinguished pragmatists. He studied and went on to teach economics and sociology at the University of Michigan, and he was a founding member and the eighth president of the American Sociological Association.
Mead For Mead, the self arises out of the social act of communication, which is the basis for socialization. Key Takeaways Key Points George Herbert Mead was an American philosopher, sociologist, and psychologist and one of several distinguished pragmatists. Key Terms symbolic interactionism : Symbolic interactionism is the study of the patterns of communication, interpretation, and adjustment between individuals.
Freud According to Freud, human behavior, experience, and cognition are largely determined by unconscious drives and events in early childhood. Key Takeaways Key Points Psychoanalysis is a clinical method for treating psychopathology through dialogue between a patient and a psychoanalyst. The super-ego aims for perfection. It comprises that organized part of the personality structure. It comprises that organised part of the personality structure Key Terms Oedipus complex : In Freudian theory, the complex of emotions aroused in a child by an unconscious sexual desire for the parent of the opposite sex.
Key Takeaways Key Points Jean Piaget was a French-speaking Swiss developmental psychologist and philosopher known for his epistemological studies with children.
Piaget argued that all people undergo a series of stages and transformations. Transformations refer to all manners of changes that a thing or person can experience, while states refer to the conditions or the appearances in which things or persons can be found between transformations. Piaget identified four stages of cognitive development: sensorimotor, pre-operational, concrete operational, and formal operational. Through these stages, children progress in their thinking and logical processes. Object permanence is the understanding that objects continue to exist even when they cannot be seen, heard, or touched.
The final stage is known as formal operational stage adolescence and into adulthood : Intelligence is demonstrated through the logical use of symbols related to abstract concepts. Key Terms genetic epistemology : Genetic epistemology is a study of the origins of knowledge.
The discipline was established by Jean Piaget. The development of object permanence is one of the most important accomplishments of this stage. The pre-operational stage is the second stage of cognitive development. It begins around the end of the second year. During this stage, the child learns to use and to represent objects by images, words, and drawings. The child is able to form stable concepts, as well as mental reasoning and magical beliefs. In this stage, children develop the appropriate use of logic and are able to think abstractly, make rational judgments about concrete phenomena, and systematically manipulate symbols related to concrete objects.
Intelligence is demonstrated through the logical use of symbols related to abstract concepts. At this point, the person is capable of hypothetical and deductive reasoning.
Francophone Perspectives of Learning Through Work. Conceptions, Traditions and Practices. Editors: Filliettaz, Laurent, Billett, Stephen (Eds.) Free Preview. Francophone Perspectives of Learning Through Work: Conceptions, Traditions and Practices (Professional and Practice-based Learning) [Laurent Filliettaz.
Levinson Daniel J. Levinson was one of the founders of the field of positive adult development. Key Takeaways Key Points As a theory, positive adult development asserts that development continues after adolescence, long into adulthood. In positive adult development research, scientists question not only whether development ceases after adolescence, but also a notion, popularized by many gerontologists, that a decline occurs after late adolescence.
Positive adult developmental processes are divided into at least six areas of study: hierarchical complexity, knowledge, experience, expertise, wisdom, and spirituality. M, Rogers, G. Cain, M. Billett, S Curriculum and pedagogies principles and practices for implementing post-practicum experiences, in Billett, S.
Billett, S Student readiness and the integration of experiences in practice and education settings, in Choy, S. V eds Integration of vocational education and training experiences: Purposes, practices and principles, pp. Billett, S Accessing and securing conceptual and symbolic knowledge required for digital era work in Harteis, C Ed The impact of digitization in the workplace — An educational view pp.