Christian Harteis

International handbook of research in professional and practice-based learning

International Handbook Of Research In Professional And Practice Based Learning Springer International Handbooks Of Education *FREE* international handbook of research in professional and practice based learning springer international handbooks of education Databases. This is a collection of online resources with access restricted to the Campbell University community unless otherwise specified. Use OneSearch to search multiple databases simultaneously.. Select from below for a list of databases grouped by subject categories:Databases Campbell University Libraries Databases This is a collection of online resources with access restricted to the Campbell University community unless otherwise specified Use OneSearch to search multiple databases simultaneously Select from below for a list of databases grouped by subject categories Databases A to Z University Libraries About The African American Historical Serials Collection is a complete centralized and accessible resource of formerly fragmentary widely dispersed and endangered materials—titles were collected from 75 institutions including small institutions that had not previously participated in preservation projects BibMe Free Bibliography amp Citation Maker MLA APA BibMe Free Bibliography amp Citation Maker MLA APA Chicago Harvard Somatics Wikipedia Somatics is a field within bodywork and movement studies which emphasizes internal physical perception and experience The term is used in movement therapy to signify approaches based on the soma or the body as perceived from within including Alexander technique the Feldenkrais Method and Rolfing In dance the term refers to techniques based on the dancer s internal sensation in Doctorate Wikipedia A doctorate from Latin docere to teach or doctor s degree from Latin doctor teacher or doctoral degree is an academic degree awarded by universities derived from the ancient formalism licentia docendi licence to teach In most countries it is a research degree that qualifies the holder to teach at university level in the degree s field or to work in a specific profession Research Faculty of Education University of Tasmania The Faculty of Education Research Office works under the University Graduate Research Office to offer support to Education Higher Degree by Research students We assist you from your initial enquiry through to completion of your Higher Degree by Research 2 Community Based Prevention An Integrated Framework for For purposes of this report community is defined as any group of people who share geographic space interests goals or history A community offers a diversity of potential targets for prevention and is often conceived of as an encompassing proximal and comprehensive structure that provides opportunities and resources that shape people’s lifestyle McIntyre and Ellaway 2000 Creativity Thinking Skills Critical Thinking Problem Dartmouth Writing Program support materials including development of argument Fundamentals of Critical Reading and Effective Writing Mind Mirror Projects A Tool for Integrating Critical Thinking into the English Language Classroom by Tully in English Teaching Forum State Department 2009 Number 1 Critical Thinking Across the Curriculum Project Metropolitan Community College 3 Dimension 1 Scientific and Engineering Practices A 3 Dimension 1 SCIENTIFIC AND ENGINEERING PRACTICES F rom its inception one of the principal goals of science education has been to cultivate students’ scientific habits of mind develop their capability to engage in scientific inquiry and teach them how to reason in a

New Skills for New Jobs: Work Agency as a Necessary Condition for Successful Lifelong Learning

Individuals are permanently exposed to changes in today’s work environments due to strong economic competition and fast technological development. More and more frequently, employees face less job security, a higher need for flexibility, remarkable intensification of work and a strong demand for lifelong learning. In order to arrange daily working life self-dependently, individuals have to become active agents that do not passively react on the outcomes of such changes. This chapter provides a theoretical overview on the concept of work agency and its interdependence with participation in lifelong learning activities. Firstly, it clarifies the meaning and comprehension of the concept. Secondly, it relates the concept of work agency with the issue of lifelong learning. Finally, it provides an outlook on a research agenda how best to generate empirical evidence.

Discourses on Professional Learning : On the Boundary Between Learning and Working

Research on workplace learning brings learning and working together and investigates the relationships between working and learning. Working and learning are determining factors of human activity, but are they in conflict with each other or is there a coincidence of working and learning? Where are the 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.

Human Fallibility and Learning from Errors at Work

This chapter provides an overview of, and integrates findings from, several studies that have been conducted since 2002 at the University of Regensburg (Germany), which focused on human fallibility and learning from errors in work contexts. Together, these studies provide evidence on four key questions about errors at work and the possibility of learning from them. Specifically, the studies investigated (1) the role of errors as starting points for learning, (2) employees’ engagement in learning activities after errors, (3) potential outcomes of learning from errors in terms of refined knowledge, and (4) supportive conditions for learning from errors at work. The chapter summarizes the main findings on these issues and draws conclusions for the enhancement of organizational strategies to foster learning from errors and for future research.

Der Bologna-Prozess

Die zwischenstaatlichen Reformbemuhungen des Bologna-Prozesses zielten auf die Schaffung eines einheitlichen europaischen Hochschulwesens durch Entwicklung eines allgemeinen Rahmens zur Modernisierung und Reformierung der europaischen Hochschulbildung bis zum Jahr 2010 ab. Die Hauptintention lag dabei auf der Forderung der internationalen Mobilitat von Studierenden und akademischem Personal sowie internationaler Wettbewerbsfahigkeit europaischer Hochschulen und Beschaftigungsfahigkeit von Hochschulabsolventen (Eurydice, 2009). Hintergrund dieser Bestrebungen war das Ziel, das in der Lissabon-Agenda im Jahr 2000 formuliert wurde: Bis zum Jahr 2010 sollte die EU zum wettbewerbsfahigsten und dynamischsten wissensbasierten Wirtschaftsraum der Welt werden (Europaischer Rat, 2000). Die beiden tragenden Saulen dieses Vorhabens waren und sind zum einen der Bologna-Prozess zur Schaffung eines Europaischen Hochschulraumes sowie zum anderen der Kopenhagen-Prozess, der ahnliche Reformbemuhungen fur den Bereich der Berufsbildung abbildet.

Learning from Errors at Work

The manuscript discusses the issue learning from errors at work by starting from the fallibility of daily life. Errors are unavoidable, hence, employees and enterprises have to develop a way of dealing with errors which avoids their repetition. From a theoretical viewpoint a framework for the analysis of errors is developed which acknowledges psychological theories of acting. On this basis, opportunities for learning from errors can be discussed and connected to theories on workplace learning. Then, the state of empirical research on learning from errors at work is to be discussed. Finally, the manuscript ends with unsolved challenges for empirical field research.

Effects of age, gender and occupation on perceived workplace learning support

The provision of workplace support is central to how and what is and can be learnt at work. Hence, the distribution of those experiences is an important factor in the quality of workplace learning experiences. The study reported and discussed here aims to identify differences in levels of support and opportunities for applying knowledge in workplaces among factors of age-, gender-, and occupation-related cohorts of employees across a range of levels of employment. A convenience sample of 459 employees from different occupations, companies and workplaces participated in this cross-sectional exploratory study. Comparisons between categories of age and occupation are based on the non-parametric Kruskal-Wallis test and comparisons regarding gender are performed with the non-parametric Mann-Whitney U-test. The results propose that for this sample neither age nor gender, but level of employment is the crucial factor. Put simply, the evidence suggests that those in better jobs, regardless of age or gender, receive more support for workplace learning.

Epistemological Beliefs and Their Impact on Work, Subjectivity and Learning

Work, occupation and daily working life are important for adults in several ways. This chapter focuses on a single component of learning, professionals’ epistemological beliefs which include an understanding of the nature of knowledge and knowing and professional learning and development, in order to analyse the individual parameters of work, subjectivity and learning: The field of university teaching with particular reference to the implementation of e-teaching is used to provide empirical evidence on the nature and impact of epistemological beliefs upon teachers’ work. In this domain, epistemological beliefs play a two-fold role, because they influence both teaching concepts and concepts about learners and their learning (Hasanbegovic et al. in press).

Human Agency at Work: Towards a Clarification and Operationalisation of the Concept

This chapter proposes a conceptualisation and operationalisation of human agency in work contexts based on a larger literature review. In a first step, two conceptually different perspectives of human agency are discussed: (a) agency as something individuals do and (b) agency as a personal feature of individuals. Both perspectives are then integrated into a larger framework also including situation-specific context factors. In a second step, three distinct components of human agency as a personal feature of individuals are derived and discussed: (a) agency competence (i.e. the capacity to visualise desired future states, to set goals based on these states, to translate these goals into actions, to engage in these actions, and to deal with upcoming problems), (b) agency beliefs (i.e. perceptions of whether one is agentically competent or not), and (c) agency personality (i.e. a stable and comparable situation-unspecific inclination to make choices and to engage in actions based on these choices with the aim to take control over one’s life or environment). In a third step, the results of this theoretical discussion are then used to propose an operational definition of human agency that may be used in a range of empirical studies employing hypothesis-testing methods.

Employing Agency in Academic Settings: Doctoral Students Shaping Their Own Experiences

The majority of research on doctoral students’ success is aimed at the identification of personal and/or situational factors that contribute to PhD candidates’ attrition and persistence, respectively. By doing so, the literature has adopted a rather passive perspective towards PhD candidates and their development. The active role of candidates being agentic constructors of their academic career has been widely neglected. This study therefore focuses on how PhD students can take an active approach towards their academic development. A qualitative interview study with ten German faculty members was conducted to answer the following research questions: (1) How do supervisors conceptualise academic success of PhD students? (2) How does professional agency affect academic success of young researchers? (3) What individual and/or contextual factors affect the exercise of professional agency? Based on these interviews, evidence is reported on how doctoral candidates can indeed affect their academic development and eventually their success by exercising professional agency. Among others, the study participants mentioned proactive networking, negotiation of external demands and deliberate information and feedback seeking as important manifestations of professional agency in academic contexts.