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020 |a9789401772303|9978-94-017-7230-3
024 7 |a10.1007/978-94-017-7230-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLC1051-1072
050 4|aLC1041-1048
072 7|aJNRV|2bicssc
072 7|aEDU046000|2bisacsh
072 7|aJNRV|2thema
082 04|a370.113|223
090 |aDK/7843
100 1 |aBillett, Stephen.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aIntegrating Practice-based Experiences into Higher Education|h[electronic resource] /|cby Stephen Billett.
250 |a1st ed. 2015.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2015.
300 |aXIX, 258 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aProfessional and Practice-based Learning,|x2210-5557 ;|v13
505 0 |aChapter One: Integrating practice-based experiences with higher education -- Chapter Two: Purposes of higher education: Contemporary and perennial emphases.- Chapter Three: Educational purposes of integrating experiences in practice and university settings -- Chapter Four: Conceptions of integrating students’ experiences -- Chapter Five: Learning and teaching projects -- Chapter Six: Key findings about integrating experiences -- Chapter Seven: Curriculum considerations: The integration of experiences -- Chapter Eight: Pedagogic practices supporting the integration of experiences -- Chapter Nine: Developing students’ personal epistemologies.
520 |aThis book advances understandings about and practices for effectively integrating practice-based (e.g. workplace) experiences in higher education programs. This issue is becoming of increasing salient because higher education programs globally are increasingly focussing on preparing students for specific occupations. Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries. There are clear and growing expectations that graduates from such should be able to move smoothly into being effective in their occupational practice. These expectations rise from the imperatives and interest of government, employers, community and students themselves. The book achieves a number of important goals. Firstly, it identifies and delineates the educational worth of students and engagement in practice-based experiences and their integration within their programs of study. Secondly, it advances conceptions of the integration of such experiences that is essential to inform how these programs might be enacted. Thirdly, drawing on the findings of two teaching fellowships, it proposed bases and propositions for how experiences in higher education programs might be organised and augmented to support effective learning. Fourthly pedagogic practices seen to be effective in maximising the learning from those practice experiences and integrating them within the curriculum are identified and discussed. Fifthly, a particular focus is given to students’ personal epistemologies and how these might be developed and directed towards supporting effective learning within practice settings and the integration of that learning in their university programs.
650 0|aProfessional education.
650 0|aVocational education.
650 0|aEducation, Higher.
650 0|aLearning, Psychology of.
650 14|aProfessional and Vocational Education.
650 24|aHigher Education.
650 24|aInstructional Psychology.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789401772297
776 08|iPrinted edition:|z9789401772310
776 08|iPrinted edition:|z9789402400038
830 0|aProfessional and Practice-based Learning,|x2210-5557 ;|v13
856 40|uhttps://doi.org/10.1007/978-94-017-7230-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)