{"title":"Professionalism and affective learning for new prison officers","authors":"K. Morrison","doi":"10.4324/9780429505119-9","DOIUrl":"https://doi.org/10.4324/9780429505119-9","url":null,"abstract":"","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122696160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-15DOI: 10.4324/9780429505119-13
S. Loo
{"title":"Reflections on the occupational practice","authors":"S. Loo","doi":"10.4324/9780429505119-13","DOIUrl":"https://doi.org/10.4324/9780429505119-13","url":null,"abstract":"","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126479996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter reports the results of a study that explored the learning process of a distinct group of learners, namely Greek new entrant agri-entrepreneurs, in the unfavourable entrepreneurial environment of the Greek crisis. To find out how this group formulates its learning during their journey towards a new occupation (entrepreneurship), semi-structured interviews were conducted with a sample of 18 agri-entrepreneurs. The interviews, which were carried out by building on the 3-P model of workplace learning using the critical incidents technique, elicited several factors that affected their entrepreneurial learning. Regarding the drivers of the learning process at the individual level, the results of this study gave prominence to the entrepreneurial agency of the participants as an amalgam of different opportunistic and necessity motives. As far it concerns the work environment influencing entrepreneurial learning, the data highlighted the importance of the so-called weak ties with external stakeholders, while they revealed a legal, regulatory and advisory system that is at least unsupportive and inappropriate for learning and entrepreneurship in general. From a process point of view, the results emphasised the importance of experimental-improvisational learning activities adopted by the entrepreneurs. Furthermore, they revealed the unexpectedly low use of Information and Communication Technologies for entrepreneurial learning. Finally, with regard to the outcomes of the learning process, the results accentuate the development of an entrepreneurial identity, where the entrepreneurs identify themselves as ecological, resource exploiting and cultural entrepreneurs. This chapter concludes by giving recommendations for further research and providing practical implications for those involved in work-related education, training and advisory support of entrepreneurs.
{"title":"Learning to become an entrepreneur in unfavourable conditions","authors":"K. Karanasios, T. Lans","doi":"10.4324/9780429505119-8","DOIUrl":"https://doi.org/10.4324/9780429505119-8","url":null,"abstract":"This chapter reports the results of a study that explored the learning process of a distinct group of learners, namely Greek new entrant agri-entrepreneurs, in the unfavourable entrepreneurial environment of the Greek crisis. To find out how this group formulates its learning during their journey towards a new occupation (entrepreneurship), semi-structured interviews were conducted with a sample of 18 agri-entrepreneurs. The interviews, which were carried out by building on the 3-P model of workplace learning using the critical incidents technique, elicited several factors that affected their entrepreneurial learning. Regarding the drivers of the learning process at the individual level, the results of this study gave prominence to the entrepreneurial agency of the participants as an amalgam of different opportunistic and necessity motives. As far it concerns the work environment influencing entrepreneurial learning, the data highlighted the importance of the so-called weak ties with external stakeholders, while they revealed a legal, regulatory and advisory system that is at least unsupportive and inappropriate for learning and entrepreneurship in general. From a process point of view, the results emphasised the importance of experimental-improvisational learning activities adopted by the entrepreneurs. Furthermore, they revealed the unexpectedly low use of Information and Communication Technologies for entrepreneurial learning. Finally, with regard to the outcomes of the learning process, the results accentuate the development of an entrepreneurial identity, where the entrepreneurs identify themselves as ecological, resource exploiting and cultural entrepreneurs. This chapter concludes by giving recommendations for further research and providing practical implications for those involved in work-related education, training and advisory support of entrepreneurs.","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129850509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-15DOI: 10.4324/9780429505119-10
C. Thurgate
{"title":"The journey from healthcare assistant to assistant practitioner","authors":"C. Thurgate","doi":"10.4324/9780429505119-10","DOIUrl":"https://doi.org/10.4324/9780429505119-10","url":null,"abstract":"","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127334688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Education and training in human movement programmes","authors":"Sallee Caldwell, M. Hall","doi":"10.4324/9780429505119-6","DOIUrl":"https://doi.org/10.4324/9780429505119-6","url":null,"abstract":"","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129035041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter focuses on the pedagogic activities of teachers, who are involved in professional or work-related provisions. It uses a dual professionalism concept at the initial stage to investigate how teachers acquire and apply their teaching know-how or capacities from curriculum development to teaching strategies. The study of the acquisition of knowledge relies on concepts by Clandinin (1985), Shulman (1987), Becher (1994) and Bernstein (1996). The understanding of the application of know-how refers to theories by Eraut (2004), Evans et al. (2010), Loo (2014) and Winch (2014). In particular, recontextualisation processes are used to understand the acquisition and application of the teachers’ capacities. In so doing, a list of contextual activities is ascertained from the various recontextualisation processes. These activities are derived from the teachers’ pedagogic activities across three academic levels and varied disciplines. Thus this chapter offers development of these analysed descriptive narratives and metaphors culminating in a typology of these teaching activities. The empirical data is from a project (Loo, 2018) which investigates the types of teaching and learning using forms of recontextualisation to understand how certain kinds of knowledge such as occupational, disciplinary and pedagogic are acquired and applied in teaching contexts. The participants teach on pre-university or technical and vocational education and training (TVET), first-degree or higher vocational and professional education. The disciplines of these teachers include gas fitting, equine studies, fashion and textiles and airline studies at the TVET level, dental hygiene and accountancy at the higher vocational level, and the training of doctors and Emergency Medicine clinicians at the professional level. There are 21 participants in total with seven from each of the three academic levels. The empirical data is drawn from a questionnaire survey and semi-structured interviews and supporting documents such as curriculum specifications. The findings from the analysed empirical data offer insights into how the teachers acquire and apply their pedagogic and professional know-how. Occupational knowledge refers to the teachers’ professional practices in their disciplines such as airline studies and accountancy, which are used in their teaching practices. The findings also provide additional insights into how the teachers’ capacities/know-how are selected and relocated – recontextualised – for use in the different teaching contexts and technical provisions that they deliver. In so doing, these activities offer a typology of the different recontextualisation processes about the teaching activities at the three academic levels. This typology, drawing from the different classifications of the literature review and analysed empirical data, contributes to a greater understanding of how teachers with professional practices rely on and apply their pedagogic and professiona
{"title":"A typology of occupational teachers’ capacities across the three academic levels","authors":"S. Loo","doi":"10.4324/9780429505119-5","DOIUrl":"https://doi.org/10.4324/9780429505119-5","url":null,"abstract":"This chapter focuses on the pedagogic activities of teachers, who are involved in professional or work-related provisions. It uses a dual professionalism concept at the initial stage to investigate how teachers acquire and apply their teaching know-how or capacities from curriculum development to teaching strategies. The study of the acquisition of knowledge relies on concepts by Clandinin (1985), Shulman (1987), Becher (1994) and Bernstein (1996). The understanding of the application of know-how refers to theories by Eraut (2004), Evans et al. (2010), Loo (2014) and Winch (2014). In particular, recontextualisation processes are used to understand the acquisition and application of the teachers’ capacities. In so doing, a list of contextual activities is ascertained from the various recontextualisation processes. These activities are derived from the teachers’ pedagogic activities across three academic levels and varied disciplines. Thus this chapter offers development of these analysed descriptive narratives and metaphors culminating in a typology of these teaching activities. \u0000 \u0000The empirical data is from a project (Loo, 2018) which investigates the types of teaching and learning using forms of recontextualisation to understand how certain kinds of knowledge such as occupational, disciplinary and pedagogic are acquired and applied in teaching contexts. The participants teach on pre-university or technical and vocational education and training (TVET), first-degree or higher vocational and professional education. The disciplines of these teachers include gas fitting, equine studies, fashion and textiles and airline studies at the TVET level, dental hygiene and accountancy at the higher vocational level, and the training of doctors and Emergency Medicine clinicians at the professional level. There are 21 participants in total with seven from each of the three academic levels. The empirical data is drawn from a questionnaire survey and semi-structured interviews and supporting documents such as curriculum specifications. \u0000 \u0000The findings from the analysed empirical data offer insights into how the teachers acquire and apply their pedagogic and professional know-how. Occupational knowledge refers to the teachers’ professional practices in their disciplines such as airline studies and accountancy, which are used in their teaching practices. The findings also provide additional insights into how the teachers’ capacities/know-how are selected and relocated – recontextualised – for use in the different teaching contexts and technical provisions that they deliver. In so doing, these activities offer a typology of the different recontextualisation processes about the teaching activities at the three academic levels. This typology, drawing from the different classifications of the literature review and analysed empirical data, contributes to a greater understanding of how teachers with professional practices rely on and apply their pedagogic and professiona","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129219946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Researching occupational practice","authors":"S. Loo","doi":"10.4324/9780429505119-1","DOIUrl":"https://doi.org/10.4324/9780429505119-1","url":null,"abstract":"","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115131252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Occupational preparation for manual work","authors":"Erica Smith","doi":"10.4324/9780429505119-3","DOIUrl":"https://doi.org/10.4324/9780429505119-3","url":null,"abstract":"","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116073482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Perspectives of beginning trades tutors on teaching and learning","authors":"Selena Chan","doi":"10.4324/9780429505119-4","DOIUrl":"https://doi.org/10.4324/9780429505119-4","url":null,"abstract":"","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117340133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-15DOI: 10.4324/9780429505119-12
D. T. Carmichael
{"title":"Learning decision making in the emergency department","authors":"D. T. Carmichael","doi":"10.4324/9780429505119-12","DOIUrl":"https://doi.org/10.4324/9780429505119-12","url":null,"abstract":"","PeriodicalId":153473,"journal":{"name":"Multiple Dimensions of Teaching and Learning for Occupational Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129446218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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