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Taschenbuch. Condizione: Neu. Transitions and Transformations in Learning and Education | Päivi Tynjälä (u. a.) | Taschenbuch | xii | Englisch | 2014 | Springer | EAN 9789400798205 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter:…preigu.
Transitions and Transformations in Learning and Education
Tynjälä, Päivi (Editor) / Stenström, Marja-Leena (Editor) / Saarnivaara, Marjatta (Editor)
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Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Marja-Leena Stenstrom and Pai vi Tynjal a Changing Working Life as a Challenge to Education Recentmacro-leveltrends,suchaseconomicglobalisation,thedevelopmentofthe- formationsociety,changesinmethodsofproductionandtheorganisationofwork,and the grow…ing signi cance of knowledge as a factor of production, have created a new context for the relationship between education and working life. In this new context, the use of work experience as an educational and learning strategy has become one ofthemostimportantdevelopmentsbothinvocationaleducationandtraining(VET) and in higher education. Although the tradition of making work an integral part of education has varied at different levels of the educational system, the challenges that systems of education currently face are very similar in many respects. These include thechallengeofequivalenceasregardsthelevelofacademicstandards,thechallenge ofdevelopingpedagogicalpracticesfordifferentformsofwork-relatedlearning,and the impact that work-related learning has on the identity of the educational orga- sation, the teacher, and the learner. The diversity of the systems through which work experience is realised, the varying levels of training of workplace trainers, and the lack of industrial experience of vocational school teachers have aroused discussion abouthowtoguaranteeandassessthequalityofthelearningtakingplaceindifferent workplaces and of the work-based learning system as a whole. (See e. g. Boud & Solomon, 2001, p. 27; Grif ths & Guile, 2004; Guile &Grif ths, 2001. ) The key pedagogical question regarding collaboration between education and work is how to build a rm connection between theory and practice or abstract thinking and practical action - and between the development of general skills and speci cvocational skills.
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Buch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - The breakneck speed of change in today's societies creates enormous challenges for educational institutions at all levels. This volume explores ways how to manage change in educational processes and contexts, focusing, in particular, on the concepts of t…ransition and transformation. How do we educate a skilled workforce, sensitive professionals and responsive citizens who are able not only to cope with change but also to adopt required roles as agents of change How do we prepare students and employees to cope adequately with changes and transitions in their careers and personal lives The first of this book's three sections deals with the conceptual and theoretical aspects of transition, transformational processes and human development. It defines these concepts and examines the ways in which educational theory and praxis understand concepts of change and development. The second section presents empirical studies that offer differing perspectives on educational transitions, covering the lifespan from early years education to lifelong learning. The third part of the volume focuses on issues of learning and pedagogy and argues that educational practices should change with the changing world. With numerous concrete examples included in the analysis, and with studies taking a range of forms from personal histories to large-scale surveys, this new book is a major addition to the literature in a field that has key implications for our future.The first of this book's three sections deals with the conceptual and theoretical aspects of transition, transformational processes and human development. It defines these concepts and examines the ways in which educational theory and praxis understand concepts of change and development. The second section presents empirical studies that offer differing perspectives on educational transitions, covering the lifespan from earlyyears education to lifelong learning. The third part of the volume focuses on issues of learning and pedagogy and argues that educational practices should change with the changing world. With numerous concrete examples included in the analysis, and with studies taking a range of forms from personal histories to large-scale surveys, this new book is a major addition to the literature in a field that has key implications for our future.
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Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - The breakneck speed of change in today's societies creates enormous challenges for educational institutions at all levels. This volume explores ways how to manage change in educational processes and contexts, focusing, in particular, on the concep…ts of transition and transformation. How do we educate a skilled workforce, sensitive professionals and responsive citizens who are able not only to cope with change but also to adopt required roles as agents of change How do we prepare students and employees to cope adequately with changes and transitions in their careers and personal lives The first of this book's three sections deals with the conceptual and theoretical aspects of transition, transformational processes and human development. It defines these concepts and examines the ways in which educational theory and praxis understand concepts of change and development. The second section presents empirical studies that offer differing perspectives on educational transitions, covering the lifespan from early years education to lifelong learning. The third part of the volume focuses on issues of learning and pedagogy and argues that educational practices should change with the changing world. With numerous concrete examples included in the analysis, and with studies taking a range of forms from personal histories to large-scale surveys, this new book is a major addition to the literature in a field that has key implications for our future.The first of this book's three sections deals with the conceptual and theoretical aspects of transition, transformational processes and human development. It defines these concepts and examines the ways in which educational theory and praxis understand concepts of change and development. The second section presents empirical studies that offer differing perspectives on educational transitions, covering the lifespan from earlyyears education to lifelong learning. The third part of the volume focuses on issues of learning and pedagogy and argues that educational practices should change with the changing world. With numerous concrete examples included in the analysis, and with studies taking a range of forms from personal histories to large-scale surveys, this new book is a major addition to the literature in a field that has key implications for our future.
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Buch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Marja-Leena Stenstrom and Pai vi Tynjal a Changing Working Life as a Challenge to Education Recentmacro-leveltrends,suchaseconomicglobalisation,thedevelopmentofthe- formationsociety,changesinmethodsofproductionandtheorganisationofwork,and the growing sig…ni cance of knowledge as a factor of production, have created a new context for the relationship between education and working life. In this new context, the use of work experience as an educational and learning strategy has become one ofthemostimportantdevelopmentsbothinvocationaleducationandtraining(VET) and in higher education. Although the tradition of making work an integral part of education has varied at different levels of the educational system, the challenges that systems of education currently face are very similar in many respects. These include thechallengeofequivalenceasregardsthelevelofacademicstandards,thechallenge ofdevelopingpedagogicalpracticesfordifferentformsofwork-relatedlearning,and the impact that work-related learning has on the identity of the educational orga- sation, the teacher, and the learner. The diversity of the systems through which work experience is realised, the varying levels of training of workplace trainers, and the lack of industrial experience of vocational school teachers have aroused discussion abouthowtoguaranteeandassessthequalityofthelearningtakingplaceindifferent workplaces and of the work-based learning system as a whole. (See e. g. Boud & Solomon, 2001, p. 27; Grif ths & Guile, 2004; Guile &Grif ths, 2001. ) The key pedagogical question regarding collaboration between education and work is how to build a rm connection between theory and practice or abstract thinking and practical action - and between the development of general skills and speci cvocational skills.
