Titlebook: Supporting Learning Across Working Life; Models, Processes an Stephen Billett,Darryl Dymock,Sarojni Choy Book 2016 Springer International P

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Organizing for Deliberate Practice Through Workplace Reflections structured in three sections. Following a brief introduction, the notion of reflection is elaborated on, as it is important to qualify and position this construct as a deliberate act. Then, a distinction is made between two different but complementary knowledge forms, research-based and practice-b

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A Sociocultural Model for Mid-career Post-secondary Teacher Professional Learningelopment phase; (iii) an implementation phase, and (iv) an outcomes phase. The nature of each phase is explored through discussions of the individual, social, and contextual dimensions as well as interrelationships between these dimensions. Using Billett’s sociocultural theory of co-participation, l

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On Nurses’ Learning from Errors at Worka model of nurses’ engagement in error-related learning activities. In the conclusion, we offer suggestions on how nurses’ learning from errors may be supported on the individual, interpersonal, and organizational levels. Moreover, we elaborate on consequences for nurses’ initial vocational educatio

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Models for and Practice of Continuous Professional Development for Airline Pilots: What We Can Learnm of this chapter is to describe how one airline and a university-based research team have changed different modes of teaching/learning focusing more on reflective practice. I exemplify the change that arises from the collaboration in the context of two training methods and outline the strengths and

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Continuing Education and Training: Needs, Models and Approacheses, industry sectors and communities. Specifically, the challenge for the investigation reported here was to identify a set of models through which continuing education and training provisions could be planned, implemented, supported and evaluated to achieve these goals. A key finding of the investi

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Workers’ Perspectives and Preferences for Learning Across Working Lifeterviews and surveys, these workers explained their work related learning experiences in ways that identified, evaluated and advocated how best that learning should proceed. Significantly, they discussed securing access to expertise and learning support that aligned with the social, performative and

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