LEADER 05483nam 2200601 a 450 001 9910305545803321 005 20200520144314.0 010 $a1-134-62961-3 010 $a1-134-62962-1 010 $a0-203-18980-9 010 $a1-280-32838-X 010 $a0-203-13451-6 024 7 $a10.4324/9780203134511 035 $a(CKB)1000000000008061 035 $a(SSID)ssj0000387532 035 $a(PQKBManifestationID)12150889 035 $a(PQKBTitleCode)TC0000387532 035 $a(PQKBWorkID)10401873 035 $a(PQKB)10901516 035 $a(MiAaPQ)EBC166089 035 $a(OCoLC)49569871 035 $a(BIP)63759133 035 $a(BIP)6749595 035 $a(EXLCZ)991000000000008061 100 $a20010312d2000 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTransfer of learning in professional and vocational education /$fedited by Viviene E. Cree and Cathlin Macaulay 210 $aLondon $cRoutledge$d2000 215 $a1 online resource (xvi, 207 pages) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-415-20418-6 311 08$a0-415-20419-4 320 $aIncludes bibliographical references and index. 327 $tchapter 1 Transfer of learning /$rCATHLIN MACAULAY -- $tchapter Schema theory and information processing -- $tchapter Implications for teaching and learning -- $tchapter 2 The challenge of assessment /$rVIVIENE E. CREE -- $tchapter The critical professional -- $tchapter Issues in assessment -- $tchapter The process of assessing transfer of learning: what to assess? -- $tchapter 3 Competence, risk assessment and transfer of learning /$rHAZEL KEMSHALL -- $tchapter 4 Personal construct theory and the transfer of learning: the history of a moment -- $tNICK GOULD /$rThe history of a moment Nick Gould -- $tchapter Intensity -- $tchapter Cognitive integration -- $tchapter Repertory grids as a reflexive technique -- $tchapter 5 Enquiry and action learning: a model for transferring learning -- $tVIVIENE E. CREE AND RALPH DAVIDSON /$rA model for transferring learning Viviene E. Cree and Ralph Davidson -- $tchapter Process of EAL study units -- $tchapter The use of consultants -- $tchapter 6 Intentional observation: exploring transfer in action -- $tKAREN TANNER AND PAT LE RICHE /$rExploring transfer in action Karen Tanner and Pat Le Riche -- $tchapter 7 Using a reflective diary in student supervision /$rMIKE TAIT -- $tchapter What is a reflective diary? -- $tchapter As a tool for developing reflective practice -- $tchapter As a tool for assessment -- $tchapter 8 Critical incident analysis: facilitating reflection and transfer of learning -- $tHILARY DAVIES AND HELEN KINLOCH /$rFacilitating reflection and transfer of learning Hilary Davies and Helen Kinloch -- $tchapter 9 In praise of the process recording /$rGARY CLAPTON -- $tchapter 1 0 Mature students and transfer of learning /$rPAM GREEN LISTER -- $tchapter 1 1 Understanding and managing conflict in the learning process: Christians coming out -- $tYVONNE CHANNER /$rChristians coming out Yvonne Channer -- $tchapter 1 2 From the blackboard to the web /$rLIZ TIMMS -- $tchapter Figure 12.1 Community Portraits homepage. For Community Portraits, the walled and windowed space of conventional teaching, with its tables and chairs, black/white-board, overhead projector and ancillary equipment, is replaced by a structured learning environment (TELSIpro) that is mapped out on the participants computer screens. Once logged on to Community Portraits, participants see four buttons across the top of the screen allowing them to choose one of three activities (Document preparation, Sending mail or Chat) or to seek help. The selection of a button will lead to a list of options in the vertical column on the left of the screen. The main work area occupies the rest of the screen (Figure 12.1). Participants decide and allocate permissions for reading and revising any document -- $tchapter Community Portraits and the transfer of learning. 330 $aCombining an accessible presentation of the underlying theory of transfer of learning which explains how to put theory into practice, this is a text which is relevant to 'teaching for transfer' in any professional or vocational context. The first part of the book looks at:* what transfer of learning means* how it operates* the implications for teaching* issues such as assessment, competence, outcomes.In the second part contributors present case studies from social work which show how specific teaching methods can be successfully used to make the maximum use of the student's previous experience. These include:* personal construct psychology* enquiry and action learning* intentional observation* critical incident analysis* reflective diaries* process recording* information technology.Information on each teaching method is presented in enough detail to allow the educator to go away and use it. 606 $aTransfer of training 606 $aSocial work education 615 0$aTransfer of training. 615 0$aSocial work education. 676 $a361.30715 701 $aCree$b Viviene E.$f1954-$0855521 701 $aMacaulay$b Cathlin$0855522 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910305545803321 996 $aTransfer of learning in professional and vocational education$91909898 997 $aUNINA