Titlebook: Discourses on Professional Learning; On the Boundary Betw Christian Harteis,Andreas Rausch,Jürgen Seifried Book 2014 Springer Science+Busin

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Ruben Molina,Melissa Ochoa,Beatriz Ledesmaividual and team level, we look at the organisational level and focus on exemplary contextual settings and methods of reflection in team settings and their implementation in work settings. With this, we look at the connection between team reflection and organisational learning and offer a brief insi

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遵循的规范

白杨

Affirm

Exhilarate

Gene408

Corporate Social Responsibilityted evidence especially as regards the importance of cohesive network positions, mediator and boundary crossing roles, and the relationship between informal and formal power positions. Particularly, previous research has demonstrated a relationship between network structure and instrumental outcomes

Legion

Corporate Social Responsibilitys for exploring the relational interdependences between these actors. These interdependences may be described and analysed as “interactional participatory configurations”. The second idea the chapter puts forward is to consider that video analysis should be seen as a rich and relevant methodological

偏狂症

Book 2014general characteristics of the work environment that support learning, as well as barriers to workplace learning. Themes of professional development, lifelong learning and business organisation emerge through the chapters and contributions explore theoretical and empirical analyses on the boundary b

Suppository

Discourses on Professional Learning: On the Boundary Between Learning and Working,he boundaries between working and learning and how can they be characterised? When discussing the boundary between learning and working, three questions arise: (1) How do boundaries become apparent? (2) Why should we cross these boundaries? (3) How can we cross these boundaries? This reader comprises attempts to approach these questions.