Learning Through Practice Models, Traditions, Orientations and Appro
Practice-based learning—the kind of education that comes from experiencing real work in real situations—has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of lea
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Further volumes of this series: http://www.springer.com/series/8383
Stephen Billett Editor
Learning Through Practice Models, Traditions, Orientations and Approaches
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Editor Prof. Stephen Billett Griffith University School of Vocational Technology & Arts Education 4111 Brisbane Queensland Mt. Gravatt Campus Australia [email protected]
ISBN 978-90-481-3938-5 e-ISBN 978-90-481-3939-2 DOI 10.1007/978-90-481-3939-2 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2010926022 c Springer Science+Business Media B.V. 2010 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Cover design: eStudio Calamar S.L. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Series Foreword Professional and Practice-based Learning This series of books for Springer constitutes an important international forum for studies of professional and practice-based learning. Its origins are located in the need for a focussed and cross-disciplinary scholarly forum to propose, explain, and further elaborate how learning through and for occupational practice proceeds and how that learning can be promoted and supported. The need for effective occupational preparation is well understood, but increasingly is being extended to practice-based experiences, and their integration within programmes of initial occupational preparation. However, the need for professional learning throughout working lives has become essential within the last decades as the requirements for occupational practices constantly change, and likely become more demanding. Additionally, professional learning is not only a matter of working life, but also a matter of social participation, as successful accomplishment of occupational challenges provides the basis for access to societal resources. In all, occupational development, transitions in individuals’ occupational careers, as well as shifts in jobs, activities, and tasks make learning throughout working life essential. Also, because changes in these workplace requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institutions decrease in their salience, and learning and development during professional activities increase in their salience. Consequently, educational enquiry has now to focus on the analysis and the support of learning within and throughout professional life. Scholarship on professional and practice-based learning is, therefore, emerging as a crucial topic within educational enquiry. Indeed, there is wide interest in such a forum. Professional learning, and the practice-based processes that often support it, ar
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