Identity, Pedagogy and Technology-enhanced Learning Supporting the P
This book gathers work from over a decade of study, and seeks to better understand and support how learners become tradespeople. The research programme applies recent concepts from neuroscience, educational psychology and technology-enhanced learning to e
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Selena Chan
Identity, Pedagogy and Technologyenhanced Learning Supporting the Processes of Becoming a Tradesperson
Professional and Practice-based Learning Volume 27
Series editors Stephen Billett, Griffith University, Brisbane, Australia Christian Harteis, University of Paderborn, Paderborn, Germany Hans Gruber, University of Regensburg, Regensburg, Germany
Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education. Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience. There are a range of scientific challenges and important focuses within the field of professional learning. These include: –– understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. –– analytical explications of those processes that support learning at an individual and an organisational level. –– understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning. The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focusses on professional learning of teachers and those in schools, colleges and universities, but all professional development within organisations. More information about this series at http://www.springer.com/series/8383
Selena Chan
Identity, Pedagogy and Technology-enhanced Learning Supporting the Processes of Becoming a Tradesperson
Selena Chan Ara Institute of Canterbury Christchurch, New Zealand
ISSN 2210-5549 ISSN 2210-5557 (electronic) Professional and Practice-based Learning ISBN 978-981-15-2128-7 ISBN 978-981-15-2129-4 (eBook) https://doi.org/10.1007/978-981-15-2129-4 © Springer Nature Singapore Pte Ltd. 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, re
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