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Research approaches on workplace learning : insights from a growing field / / Christian Harteis, David Gijbels, Eva Kyndt, editors
| Research approaches on workplace learning : insights from a growing field / / Christian Harteis, David Gijbels, Eva Kyndt, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (457 pages) |
| Disciplina | 658.3124 |
| Collana | Professional and practice-based learning |
| Soggetto topico |
Employees - Training of
Employer-supported education Learning Formació del personal Aprenentatge |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-89582-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Series Editors' Foreword -- Preface -- References -- Contents -- Part I: Individual Level -- Chapter 1: Agency: Taking Stock of Workplace Learning Research -- 1.1 Introduction -- 1.2 Agency as an Abstract and Multifaceted Concept -- 1.2.1 Transformational Perspective -- 1.2.2 Dispositional Perspective -- 1.2.3 Relational Perspective -- 1.2.4 Agency and its Relationship to Workplace Learning and Professional Development -- 1.3 Illustrations of Empirical Research on Agency and Workplace Learning -- 1.3.1 Qualitative Studies on Agency Intertwined with Professional Identity and Workplace Participation -- 1.3.2 Quantitative Studies Exploring the Structure and Resources of Agency -- 1.4 Widening the Field: Constructs Investigating Similar Notions -- 1.4.1 Proactivity -- 1.4.2 Self-Regulation and Self-Regulated Learning -- 1.4.3 Entrepreneurship and Intrapreneurship -- 1.4.4 Identifying the Common Theme and Explaining the Differences -- 1.5 Summary -- References -- Chapter 2: Professional Identity in Changing Workplaces: Why It Matters, When It Becomes Emotionally Imbued, and How to Support Its Agentic Negotiations -- 2.1 Introduction -- 2.2 Conceptualising Professional Identity -- 2.3 The Individual and Emotional Relationship Between Professional Identity and Work -- 2.4 Towards an Agentic Perspective on Professional Identity Negotiations -- 2.5 Professional Identity Negotiations Over Time Within Changing Workplaces -- 2.6 Practices to Support Professional Identity Negotiations -- 2.7 Conclusions for Professional Identity Research -- 2.7.1 Theoretical Research Avenues -- 2.7.2 Methodological Aspects and Practical Prospects -- References -- Chapter 3: Research on Individual Learning from Errors in the Workplace - A Literature Review and Citation Analysis -- 3.1 Introduction -- 3.2 Research on Errors and Learning from Errors in the Workplace.
3.2.1 Perspectives on Errors in the Workplace -- 3.2.2 Learning from Errors in the Workplace -- 3.2.3 Individual and Contextual Factors of Learning from Errors in the Workplace -- 3.2.4 Methods and Issues in Researching Learning from Errors in the Workplace -- 3.3 Literature Review and Citation Analysis -- 3.3.1 Literature Review -- 3.3.1.1 Sampling -- 3.3.1.2 Results -- 3.3.2 Citation Analysis 1: Citations of the Analyzed Articles -- 3.3.3 Citation Analysis 2: Citations in the Analyzed Articles -- 3.4 Discussion and Future Directions of Research -- References -- Chapter 4: Pointing Out Conceptual and Measurement Issues in Studies on 'Learning Motivation' and 'Training Motivation' in Workplace Settings. A Literature Review -- 4.1 Introduction -- 4.2 Theoretical Framework -- 4.2.1 Workplace Learning -- 4.2.2 Motivation as It Occurs in Workplace Settings -- 4.3 Method -- 4.3.1 Inclusion and Exclusion Criteria -- 4.3.2 Literature Search and Selection Process -- 4.3.3 Sample Analysis -- 4.4 Results -- 4.4.1 How Are Training and Learning Motivation Conceptualized? -- 4.4.2 How Are Training and Learning Motivation Measured? -- 4.4.3 Do Training and Learning Motivation Present Different Nomological Networks? -- 4.5 Discussion -- 4.5.1 Workplace Learning as Reflected in Workplace Learning Motivation -- 4.5.2 Motivation as Reflected in Workplace Learning Motivation -- 4.5.3 Training Motivation or Learning Motivation? Toward the Use of One Generic Concept: Workplace Learning Motivation -- 4.5.4 Limitations -- References -- Chapter 5: Professional Vision at the Workplace Illustrated by the Example of Teachers: An Overview of Most Recent Research Methods and Findings -- 5.1 Teacher Expertise and Professional Vision -- 5.1.1 Development of Teaching Expertise -- 5.1.2 The Visual Part in Teacher Expertise. 5.2 First Theoretical Approaches to Teacher Professional Vision -- 5.2.1 Professional Vision in Teachers: Methodological Approaches -- 5.2.1.1 Video-Based Research Through Self-Report -- 5.2.1.2 Video-Based Research Through Gaze Recording -- 5.2.1.3 Classroom-Based Research Through Gaze Recording -- 5.2.2 Data Triangulation to Understand Teacher Professional Vision -- 5.2.2.1 Verbal Reports -- 5.2.2.2 Self-Report Instruments -- 5.2.2.3 Classroom Observations -- 5.3 Conclusion and Future Research -- References -- Chapter 6: Professional Growth and Workplace Learning -- 6.1 Introduction -- 6.2 Professional Growth -- 6.2.1 Professionalism -- 6.2.2 Approaches to Professional Growth -- 6.2.3 Conceptual Discussion -- 6.3 Professional Growth and Workplace Learning -- 6.3.1 A Multi-dimensional Model of Professional Growth -- 6.3.2 Formal-Informal Learning -- 6.3.3 Situated-Unsituated Learning -- 6.3.4 Individual-Social Learning -- 6.4 Discussion -- References -- Chapter 7: Learning in and Through Work: Positioning the Individual -- 7.1 Learning in and Through Work: Positioning the Individual -- 7.2 Some Premises -- 7.2.1 Indivisibility of Social and Individual -- 7.3 Purposes: Reciprocity Between Individual and Societal Imperatives -- 7.4 Processes: Learning Through Work as Being Individually-Mediated -- 7.5 Outcomes: Constructing and Developing Further Individuals' Domains of Occupational Knowledge -- 7.6 The Role of the Individual in Learning in Through and for Work -- References -- Part II: Team Level -- Chapter 8: Looking Back and Ahead: A Social Network Perspective on Workplace Learning and Professional Development -- 8.1 Introduction -- 8.1.1 The Added Value of a Social Network Perspective on Workplace Learning and Development -- 8.1.2 Social Network Research and Approaches -- 8.2 Looking Back: Extant Research on Networks and Professional Learning. 8.2.1 Structural Network Features -- 8.2.2 Relational Network Features -- 8.3 Looking Forward: Future Research on Networks and Professional Learning -- 8.3.1 Further Uncovering Relations Between Professional Learning and Network Development -- 8.3.2 Paying Attention to the Interface of Education and Workplaces -- 8.3.3 Not 'Just' Structure… Making Room for Network Agency in Professional Learning -- 8.3.4 Designing Network Interventions and Using Network Visualizations as Feedback Tools -- 8.3.5 Exploring 'The Dark Side' of Professional Networks -- References -- Chapter 9: Team Learning -- 9.1 Team Learning -- 9.1.1 An Integrative Model of Team Learning -- 9.2 Exploring the Model of Team Learning -- 9.2.1 Team Learning Processes -- 9.2.1.1 The Value of Conflict -- 9.2.1.2 Reflexivity (Towards Guided Reflexivity) -- 9.2.2 Input -- 9.2.2.1 Leadership to Support Team Learning -- 9.2.3 Emergent States -- 9.2.3.1 Psychological Safety -- 9.2.3.2 Team Knowledge -- 9.3 Stepping Stones for Future Research on Team Learning -- 9.3.1 Issue1 Measurement & -- Analysis -- 9.3.2 Issue2 Intervention Research -- 9.3.3 Issue3 The Team Task Matters -- 9.3.4 Issue4 Learning to Be a Good Team Player? -- References -- Chapter 10: Self-Regulation of Professional Learning: Towards a New Era of Research -- 10.1 Introduction -- 10.2 The Concept of Self-Regulated Learning -- 10.3 Defining Self-Regulation of Professional Learning -- 10.4 Self-Regulation of Professional Learning: A Brief History -- 10.5 Self-Regulation of Professional Learning: Outcomes of Empirical Studies -- 10.6 Next Steps: Three Avenues for Research on SRpL -- 10.6.1 Research Avenue 1: Towards a Temporal Approach to Study the Process Self-Regulation of Professional Learning -- 10.6.2 Research Avenue 2: Exploration of Social Regulation of Professional Learning. 10.6.3 Research Avenue 3: Providing Adaptive Support of Professionals' Self-Regulated Learning -- 10.6.4 Conclusion: Building Blocks for a New Era of Research on Self-Regulation of Professional Learning -- References -- Chapter 11: Social Influences on Team Learning -- 11.1 Introduction -- 11.2 Background -- 11.3 Theoretical Notions of Social Influences on Team Learning -- 11.3.1 Social Influences at the Micro Level -- 11.3.2 Social Influences on the Meso Level -- 11.3.3 Social Influences at the Macro Level -- 11.4 Methodological Thoughts on the Studying Social Influences on Team Learning -- References -- Chapter 12: Knowledge Creation in Teacher Teams -- 12.1 Introduction -- 12.2 Models Underlying Knowledge Construction in Teams -- 12.3 Dimensions and Mechanisms of Knowledge Creation in Teams -- 12.3.1 Epistemic Dimension -- 12.3.2 Objectual Dimension -- 12.3.3 Interactional Dimension -- 12.4 Empirical Illustration of Knowledge Creation in Teams -- 12.4.1 The Empirical Case: Curriculum Innovation in Teacher Education -- 12.4.1.1 The Context and Participants -- 12.4.1.2 Collaborative Curriculum Innovation Project -- 12.4.2 Data and Analytical Framework -- 12.4.2.1 Illustrative Vignette - Analysis and Findings -- 12.5 Bridging Models and Dimensions in Enacted Knowledge Creation in Teams -- References -- Chapter 13: Advancing Research on Team Learning by Taking into Account Complexity, Dynamics and Context -- 13.1 Introduction -- 13.2 Development of a Conceptual Framework -- 13.2.1 Work Team -- 13.2.2 Team Learning -- 13.2.3 Outcomes -- 13.2.4 Input: The Team Itself -- 13.2.5 Input: The Context of the Team -- 13.2.6 Input: Interventions -- 13.2.7 Conceptual Framework on Team Learning -- 13.3 Central Issues as Challenges for Research -- 13.3.1 Complexity -- 13.3.2 Dynamics -- 13.3.3 Context -- 13.4 Conclusions and Implications for Future Research. 13.4.1 Objectives and (Consequential) Content. |
| Record Nr. | UNINA-9910551839103321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Simulations of Decision-Making as Active Learning Tools [[electronic resource] ] : Design and Effects of Political Science Simulations / / edited by Peter Bursens, Vincent Donche, David Gijbels, Pieter Spooren
| Simulations of Decision-Making as Active Learning Tools [[electronic resource] ] : Design and Effects of Political Science Simulations / / edited by Peter Bursens, Vincent Donche, David Gijbels, Pieter Spooren |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (211 pages) |
| Disciplina | 658.403 |
| Collana | Professional and Practice-based Learning |
| Soggetto topico |
Professional education
Vocational education Political theory Learning Instruction Teaching Educational technology Professional & Vocational Education Political Theory Learning & Instruction Teaching and Teacher Education Educational Technology |
| ISBN | 3-319-74147-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 Preface: Simulations of decision-making in political science education, Pieter Spooren, Dorothy Duchatelet, Peter Bursens, David Gijbels & Vincent Donche -- Chapter 2 Introduction Part 1: Design and assessment of simulations, Peter Bursens, David Gijbels, Vincent Donche & Pieter Spooren -- Chapter 3 The costs and benefits of organizing a multi-institutional simulation on the European Union, Andreas Sobisch, John Scherpereel, Peter Loedel, Gretchen Van Dyke & Nick Clark -- Chapter 4 Do simulations enhance decision making in the EU Financial Services? John T. Ryan -- Chapter 5 What’s the EU? Achieving learning outcomes and preparing U.S. students for EuroSim, Rebecca Jones -- Chapter 6 Mission impossible? Verisimilitude in EU simulations, Pierpaolo Settembri & Marco Brunazzo -- Chapter 7 "Will it blend?" Combining online and on-site elements in simulation games, Simon Raiser, Björn Warkalla, Annegret Schneider & Konstantin Kaiser -- Chapter 8 Oranges and Apples? Using Comparative Judgement for reliable briefing paper assessment in simulation games, Pierpaolo Settembri, Roos Van Gasse, Liesje Coertjens & Sven De Maeyer -- Chapter 9 Assessment Strategies in Simulation Games, Simon Usherwood -- Chapter 10 Introduction Part 2: Investigating student learning and outcomes in simulation-based learning environments, Vincent Donche, David Gijbels, Pieter Spooren & Peter Bursens -- Chapter 11 Simulating European climate policy negotiations in a teacher training seminar – which effects can Be detected? Sophie Wulk -- Chapter 12 Effects of EU simulation games on secondary school pupils` political motivations, attitudes and knowledge – results of an intervention study, Monika Oberle, Sven Ivens & Johanna Leunig -- Chapter 13 Learning effects of negotiation simulations – evidence from different student cohorts , Morten Kallestrup -- Chapter 14 Simulations are no‘one-for-all’ experience: how participants vary in their development of self-efficacy for negotiating, Dorothy Duchatelet -- Chapter 15 Simulations of decision-making in political science education: premises, promises and challenges, David Gijbels, Pieter Spooren, Peter Bursens & Vincent Donche. |
| Record Nr. | UNINA-9910299551403321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||