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This book contributes extensively to a better understanding of how vocational education and training (VET) and practice-based learning and teaching is developed and designed. It presents examples of vocational education as an ongoing dialogue, continually refreshed through engagement between educators and learners, Maori, employers, industry, and others. It demonstrates how the needs of learners can be met through relevant models of delivery, and how organisations and individuals work towards equity of access and parity of outcomes for all.It details the origins, purposes and evolution of vocational organisations, initiatives supporting Maori and Pasifika success and women in traditionally male-dominated occupations, the roles, provisioning and impact of foundation VET across different contexts, innovations through Certificate, Diploma and Degree programmes of learning, the contribution of new technologies to learning approaches, and the efficacy of education and professional development for VET teachers.This collection of chapters illustrates how Aotearoa New Zealand's VET system is responding to challenging and changing environments through new frameworks of practice, approaches, and models of delivery. As an overview of a system in change, it is of interest to VET educators, system managers, and policy makers.

This volume provides alternatives for tackling existing empirical, methodological, and analytical challenges. It does so by providing a broad overview of less established, as well as emerging methods, which are of great relevance for current research on professional learning and development. As such, it offers a comprehensive collection of state-of-the-art methodologies and future directions within the workplace learning and professional development research. By describing these novel approaches and providing empirical illustrations, the book promotes innovative methodologies for investigating professional learning and development. It also supports scholars to understand upcoming empirical research and methods and encourages novice as well as established researchers to adopt new empirical strategies beyond traditional ones that have the potential to enrich a better understanding of professional learning and development. 

The volume comprises a variety of research approaches that seek to explore and understand employees' learning and development through and for work. Working life reveals challenges through technological, economic and societal development that can only rudimentarily be addressed by formal education and training. Workplace learning becomes more and more important for employees and enterprises to successfully cope with these challenges.Workplace learning is a steadily growing field of educational research but it lacks so far a scholastic canon - there is rather a diversity of research approaches. This volume reflects this diversity by bringing together researchers from different countries and different theoretical backgrounds, presenting their current research on topics that all are relevant for understanding presages, processes and outcomes of workplace learning. Hence, this volume is of relevance for researchers as well as practitioners in the field and policy makers.

This book offers various ways in which analyzing professional experience and activity in simulation training makes it possible to describe practice-based learning affordances and processes. Research has been conducted in various simulation programs in the domains of healthcare, victim rescue and population protection, involving healthcare workers, firemen, policemen, servicemen, and civil security leaders. "e;Work-as-done"e; (/ "e;training-as-done"e;) in simulation has been analyzed with ergonomics, occupational psychology, and vocational training approaches. The authors describe and discuss theoretical, methodological, and/or practical issues related to practitioner experience and activity in simulation training. The book also provides evidence on the conditions under which lived experience in simulation can foster or hinder learning, and derives appropriate orientations for simulation design and implementation.

This book serves as a reference point to inform continuing professional learning and development (CPLD) initiatives at both individual and institutional levels. It serves as a guide for faculty engaged in online teaching within the higher education sector, in universities and vocational education institutions. It moves beyond a technology-driven approach by emphasising pedagogy and design as key issues in online teaching practice. It will highlight challenges to staff engagement and how they may be overcome, drawing on evidence-based examples and models of CPLD from institutions around the world. It is underpinned by a framework that emphasises the need for CPLD that is sustainable and adaptable to a range of contexts, particularly in professional learning and development. This book also highlights practices aimed at sustainable, continuing, learning, and brings together a range of solutions and suggestions to assist educators and institutions with CPLD.

In this book, contemporary teaching and learning approaches and strategies, as derived through practice-based participatory research, are used to highlight and discuss pragmatic solutions to facilitate the learning and teaching of trade skills, knowledge and dispositions.

This edited volume offers a range of insights about, practices of, and findings associated with, enrichening higher education students' learning by their engagement in educational processes during and after the completion of their work integrated education experiences.

This edited volume offers a range of insights about, practices of, and findings associated with, enrichening higher education students' learning by their engagement in educational processes during and after the completion of their work integrated education experiences.

This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It identifies critical features of the simulation practice and discusses how these can be used in reforming simulation pedagogy. The book is divided into three sections.

This book explores important questions about the relationship between professional practice and learning, and implications of this for how we understand professional expertise.

This book analyses the experiences of professionals as they continue to learn at work. Although it focuses on learning in the health professions, it draws on research into continuing learning from other caring professions such as education and social services.

This volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters.

This book explores and progresses the concept of negotiation as a means of describing and explaining individuals' learning in work.

This book examines professional learning and relates it to the acquisition of expertise, and the influence of individuals.

This book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning.

This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency - a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work.The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew.In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.

This book takes a fresh look at professional practice and professional education.

This volume considers, rethinks and reorganizes how support for learning across working lifecan be best conceptualized, organized and enacted. It considers educational and learning support processes that include approaches thatfit well within working lives and workplaces, and support work and learning asa co-occurrence.

This book provides a general approach to elaborate and analyze learning processes within work environments. It explores analysis on the boundary between working and learning in various contexts and with various methodological approaches.

This book discusses how the Dutch vocational education system has undergone significant waves of reform driven by global imperatives, national concerns and governmental policy goals.

The latest developments in information and communication technology seem to open new potential, and the crucial question arises which kind of work can be replaced by technology?

This volume considers, rethinks and reorganizes how support for learning across working lifecan be best conceptualized, organized and enacted. It considers educational and learning support processes that include approaches thatfit well within working lives and workplaces, and support work and learning asa co-occurrence.

This book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning.

Although the book strongly focuses on research originating in the field of workplace learning, its contents may be of interest to researchers from other scientific domains, such as socio-cognitive and development psychology, organisational behaviour, leadership, economics, life-course research, and philosophy.

This book discusses how the Dutch vocational education system has undergone significant waves of reform driven by global imperatives, national concerns and governmental policy goals.

Discourses on Professional Learning

This book draws on a 4-year study of boundaries between university-based professional education and professional practice, analysing the epistemic nature of professional work and identifying sources of capability needed for people to engage successfully in it.