Extraordinary Learning in the Workplace (eBook)

Janet P. Hafler (Herausgeber)

eBook Download: PDF

2011 | 2011
XX, 212 Seiten
Springer Netherland (Verlag)
978-94-007-0271-4 (ISBN)

Infos

The contributing authors of this multidisciplinary text agree that workplace learning truly is extraordinary when it is marked by structural congruence and a positive synergy among the intended and formal preparation of professionals, that tacit learning occurs within the hidden curriculum, and that the subsequent demands, both formal and tacit, are embedded in subsequent workplace settings. Thus, for this text, these authors explore research and practice literature related to curriculum, instruction and assessment of professionals' learning in the workplace and the implications for best practices. But what makes this book truly unique is that the authors examine that literature in the context of four professions-education, nursing, medicine and clergy-at the point of those professions wherein students are learning during the degree program stages of their education.

 

Extraordinary Learning in the Workplace is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in the practice settings of the workplace. Part III covers assessment, using medicine as its example to argue that assessment has remained largely unchanged for years, thus making the multiple choice questions tests introduced in the 1950s the de facto gold standard for 'quality' assessment. And Part IV focuses on the training of the instructors, visiting the three key themes of relationships, activities or tasks, and work practices.

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The contributing authors of this multidisciplinary text agree that workplace learning truly is extraordinary when it is marked by structural congruence and a positive synergy among the intended and formal preparation of professionals, that tacit learning occurs within the hidden curriculum, and that the subsequent demands, both formal and tacit, are embedded in subsequent workplace settings. Thus, for this text, these authors explore research and practice literature related to curriculum, instruction and assessment of professionals' learning in the workplace and the implications for best practices. But what makes this book truly unique is that the authors examine that literature in the context of four professions-education, nursing, medicine and clergy-at the point of those professions wherein students are learning during the degree program stages of their education. Extraordinary Learning in the Workplace is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in the practice settings of the workplace. Part III covers assessment, using medicine as its example to argue that assessment has remained largely unchanged for years, thus making the multiple choice questions tests introduced in the 1950s the de facto gold standard for "e;quality"e; assessment. And Part IV focuses on the training of the instructors, visiting the three key themes of relationships, activities or tasks, and work practices.

Inhalt

Overview: The Reasons for Writing This Book 5
The Structure of the Book 7
The Issues Addressed in Part I: Curriculum 7
The Issues Addressed in Part II: Learning and Instruction 9
The Issues Addressed in Part III: Assessment 10
The Issues Addressed in Part IV: Implementation 11
Summary 12
References 12
Contents 14
From the Series Editors 15
About the Book Series 15
About This Book 15
Contributors 17
Part I Curriculum 18
1 Conceptual Perspectives and the Formal Curriculum 19
Overview 19
Part 1: Definition of Curriculum and Rationale for Learning in Practice Settings of the Workplace for Education for the Professions 19
Part 2: Traditions of Scholarship and Practice in Curriculum Studies: Implications for Learning in the Workplace 22
Systems Approach 23
Reconceptualist Approach 25
Deliberative Curriculum Inquiry 28
Conclusion 30
References 30
2 The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionals 33
Introduction 33
Freidson's Challenge 34
Extraordinary Workplace Learning: A Normative Framing 38
Medical Education and Work: A Brief History 40
A Pedagogical Conundrum 41
Two Modern-Day Arenas of Pedagogical Conflict 42
Conclusions 45
References 46
Part II Learning and Instruction 52
3 Conceptions and Theories of Learning for Workplace Education 53
Overview 53
Part I: The Nature of Professional Practice Essential Knowledge, Competencies, and Qualities 54
Part II: Conceptions and Theories of Learning 58
Behavioral Learning Theories 59
Transition to Conceptions of ''Adult Learning'' and Self-Directed Learning 61
Constructivist and Cognitive Theories of Learning 64
Cognitive Theories of Learning 64
Experiential Learning Theories 65
Reflective Practice and Transformative Learning Theory 66
Social Theories of Learning 68
Social Cognitive Theories of Learning 69
Social Cultural Theories of Learning 70
Discussion and Conclusions 71
References 73
4 Coaching, Mentoring, and Supervision for Workplace Learning 77
Overview 77
Contextual Factors in Workplace Learning 78
Coaching, Mentoring, and Supervising to Support Extraordinary Learning in the Workplace 79
Coaching 80
Mentoring 81
Supervision 84
Setting Expectations, Questioning, Feedback, and Reflection 86
Reflective Practice 90
Summary 92
Challenges 93
Suggestions 94
References 95
Part III Assessment 99
5 Conceptual Perspectives: Emerging Changes in the Assessment Paradigm 100
Overview 100
Historical Changes in Assessment 102
Mentor's Judgment of Performance 102
Standardized Testing of Competence 102
Workplace Assessment of Competencies and Performance 103
Traditional Assessment 105
Emerging Assessment of Performance 106
Assembling Performance Data Sets 107
Analyzing Data Sets 108
Improvement Planning 109
References 110
6 Assessment: Practical Strategies Applied to the Professions 114
Overview 114
Part 1: Assessment of Attitudes 115
Medicine 115
Theology 117
Nursing 117
Education 118
Part 2: Assessment Skills 119
Medicine 120
Theology 124
Learning Agreement 119
Intentions and Plan for Learning 125
Nursing 126
Education 127
Part 3: Assessments of Knowledge 131
Medicine 132
Theology 134
Nursing 135
Education 136
Conclusion 136
References 137
Part IV Implementation 142
7 Faculty Development for Workplace Instructors 143
The Target of This Chapter 143
A Brief Overview of Faculty Development 149
Where Does Faculty Development in the Professions Stand Today 151
Types of Learning Opportunities for Workplace Instructors 153
Workshops -- How to Structure Them 153
Workshops -- What to Teach the Workplace Instructors 157
Online, On-Demand Training for Faculty 158
Extended Seminars and Fellowship Programs 160
Communities of Practice and Other Peer Learning Strategies 161
Consultation with Feedback 164
Barriers and Supports for Faculty Developers of Workplace Instructors 166
People and Interpersonal Relationships 167
Institutional Structures 167
Personal Considerations and Commitments 168
Intellectual and Personal Characteristics 168
Acceptance into the Community of Practice: ''Those Who Can, Do Those Who Can''t, Teach''
Conclusion 171
References 171
8 Envisioning the Future 177
Overview 177
Theme 1: Establishing Relationships to Support Workplace Learning 179
How Do Relationships in the Workplace Facilitate Learning? 179
How Can Relationships in the Workplace Interfere with Learning? 183
Directions for Future Research on Relationships in Workplace Learning 184
Summary 185
Theme 2: Selecting Tasks/Activities to Support Learning in the Workplace 186
How Do Tasks and Activities Constitute a Workplace Curriculum that Not Only Supports Learning, but May Make the Learning Extraordinary? 186
How Can the Selection of Tasks and Activities Optimize or Inhibit Workplace Learning? 188
Directions for Future Research on Tasks/Activities in Workplace Learning 192
Summary 193
Theme 3: Utilizing Work Practices and Culture to Support Student Learning in the Workplace 194
How Do the Routine Practices in a Work Environment Facilitate Student Learning? 194
What Aspects of Work Practices and Culture Can Misguide Student Development? 195
Directions for Future Research on Work Practices in Workplace Learning 200
Summary 201
Discussion and Conclusions 202
References 204
Author Index 207
Subject Index 217

Produkt-Details

• Erscheint lt. Verlag: 4.1.2011
• Reihe/Serie: Innovation and Change in Professional Education
• Reihe/Serie: Innovation and Change in Professional Education
• Zusatzinfo: XX, 212 p.
• Verlagsort: Dordrecht
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Berufspädagogik
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Themenwelt: Wirtschaft ► Betriebswirtschaft / Management ► Personalwesen
• Schlagworte: Curriculum • Learning and Instruction • Pedagogy • Practice • professional learning
• ISBN-10: 94-007-0271-X / 940070271X
• ISBN-13: 978-94-007-0271-4 / 9789400702714