By Marja-Leena Stenström, Päivi Tynjälä
This e-book examines studying occurring at the interface among schooling and dealing existence at 3 degrees: the person studying strategies; the organisational studying methods in academic associations and paintings organizations; and the schooling process. Theoretical recommendations uniting those various fields of studying are connectivity and transformation. the following, connectivity refers to approaches that give a contribution to shut relationships and connection among diverse parts of studying occasions, contexts of studying and platforms to advertise studying. Transformation refers back to the adjustments and developmental methods to be accomplished via connecting varied components of learning.
The ebook offers a complete assessment of the mixing of labor and studying, that is a critical factor in present dialogue at the improvement of vocational services. The individuals signify a extensive diversity of expertise and the articles are according to contemporary, wide empirical studies.
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Extra resources for Towards Integration of Work and Learning: Strategies for Connectivity and Transformation
However, because the model appears to emphasise socialisation into the existing practices of the community, these practices are taken for granted, and, thus the need to question or develop them is ignored. Thus, the model of legitimate peripheral participation does not seem to provide a basis for developing work practices. Instead, it seems to support reproductive rather than transformative learning. Another limitation in the model is the question of whom it recognises as a learner. This model depicts learning processes at work mainly as a novitiate activity while experts inhabit a role of a kind of a teacher, facilitator or coach.
1994). Capturing and modelling the process of conceptual change. Learning and Instruction, 4, 45–69. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. V¨alimaa, J. (2006). Analysing the relationship between higher education institutions and working life in a Nordic context. In P. Tynj¨al¨a, J. V¨alimaa, & G. ), Higher education and working life. Collaborations, confrontations and challenges (pp. 35–53). Amsterdam: Elsevier. Young, M. (1998). Curriculum of the future.
While the notion of transformative learning draws on the ideas of the critical theory and of emancipatory education, studies on conceptual change are based on the cognitive constructivist view of learning. Despite these differences in theoretical viewpoints, both theories describe learning as a 26 P. Tynj¨al¨a process through which changes take place in the learners’ thinking. Both theories also emphasise the role of critical reflection in this process. As described earlier, thinking in general and critical reflection in particular are seen as central in the connective model of work experience.