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Discourses on Professional Learning [[electronic resource] ] : On the Boundary Between Learning and Working / / edited by Christian Harteis, Andreas Rausch, Jürgen Seifried
| Discourses on Professional Learning [[electronic resource] ] : On the Boundary Between Learning and Working / / edited by Christian Harteis, Andreas Rausch, Jürgen Seifried |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (396 p.) |
| Disciplina | 378.013 |
| Collana | Professional and Practice-based Learning |
| Soggetto topico |
Professional education
Vocational education Lifelong learning Adult education Industrial psychology Personnel management Learning Instruction Professional & Vocational Education Lifelong Learning/Adult Education Industrial and Organizational Psychology Human Resource Management Learning & Instruction |
| ISBN | 94-007-7012-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Discourses on professional learning: on the boundary between learning and working, Christian Harteis, Andreas Rausch, Jürgen Seifried -- Part I: Analytic perspective 1 – Learning in work context -- Informal learning in workplaces – understanding learning culture as a challenge for organizational development, Christoph Fischer, Bridget O’Connor -- Agentic behaviour at work: Crafting learning experiences, Michael Goller, Stephen Billett -- Practiced professional agency and collaborative creativity, Panu Forsman, Kaija Collin, Anneli Eteläpelto -- Mediating occupational learning at work, Stephen Billett -- Error Climate and the Individual Dealing with Errors in the Workplace, Alexander Baumgartner, Jürgen Seifried -- Reflection and reflective behaviour in work teams, Thomas Schley, Marianne van Woerkom -- Part II: Analytic perspective 2 – Work as learning environment -- Apprenticeship and Vocational Education, Karl-Heinz Gerholz, Taiga Brahm -- Learning in response to workplace change, Mark Tyler, Sarojni Choy, Ray Smith, Darryl Dymock -- Grasping learning during internships: The case of engineering education, David Gijbels, Christian Harteis, Vinvent Donche, Piet van den Bossche, Steffi Maes, Katrin Temmen -- Employing agency in academic settings: Doctoral students shaping their own experiences, Michael Goller, Christian Harteis -- Developing medical capacities and dispositions through practice-based experiences, Jennifer Cleland, Joseph Leaman, Stephen Billett -- ePortfolio: A Practical Tool for Self-directed, Reflective and Collaborative Professional Learning, Anna-Liza Daunert, Linda Price -- Part III: Methodological issues -- The integration of work and learning: Tackling the complexity with Structural Equation Modelling, Eva Kyndt, Patrick Onghena -- Social network analyses of learning at workplaces, Tuire Palonen, Kai Hakkarainen -- Learning through interactional participatory configurations: contributions from video analysis, Laurent Filliettaz -- Using Diaries in Research on Work and Learning, Andreas Rausch -- Part IV: Conclusion -- Interdependence on the boundaries between working and learning, Stephen Billett. |
| Record Nr. | UNINA-9910484350403321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The Impact of Digitalization in the Workplace [[electronic resource] ] : An Educational View / / edited by Christian Harteis
| The Impact of Digitalization in the Workplace [[electronic resource] ] : An Educational View / / edited by Christian Harteis |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (VIII, 235 p. 17 illus.) |
| Disciplina | 658.514 |
| Collana | Professional and Practice-based Learning |
| Soggetto topico |
Professional education
Vocational education Lifelong learning Adult education Manpower policy Educational technology Professional & Vocational Education Lifelong Learning/Adult Education Human Resource Development Technology and Digital Education |
| ISBN | 3-319-63257-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Machines, change, work: An educational view on the digitalization of work (Christian Harteis) -- Part I: Changes in the workplaces through digitalization -- 2. Mind or machine? Opportunities and limits of automation (Petri Nokkelainen, Timo Nevalainen, & Kreeta Niemi) -- 3. Collaborative systems and environments for future working life – towards the integration of workers, systems and manufacturing environments (Raja Hämäläinen, Minna Lanz, & Kari Koskinen) -- 4. Digitalization of production, human capital, and organizational capital (Martin Schneider) -- Part II: Educational challenges on individual level -- 5. ICT skills and competencies for SMEs: Results from a structured literature analysis on the individual level (Franz Lehner & Mathias Sundby) -- 6. Effects of digitalized and flexible workplaces on parenthood – new concepts in gender relations or a return to traditional gender roles? (Anne-Dorethee Warmuth & Ilke Glockentöger) -- 7. Learning in the context of work in a digital age: The use of digital media in informal and formal learning contexts (Sin Sing Ang, Mariana Orozo, David Gijbels, & Piet Van den Bossche) -- 8. Integrated digitized video recordings in post-flight simulator training: A matter of reflection (Yoriko Kikkawa & Timothy J. Mavin) -- Part III: Educational challenges on organizational level -- 9. IT capabilities for SMEs: An analysis at the organizational level (Franz Lehner & Mathias Sundy) -- 10. Supporting the change to digitalized production environments through learning organization development (Christoph Fischer & Alexander Pöhler) -- 11. Agency and learning in the work of software professionals (Katja Vähäsantanen & Anneli Eteläpelto) -- PART IV: Educational challenges on societal level -- 12. Information privacy in a digitalized world: Private issue or public matter? (Franz Lehner & Aleksandra Dzepina) -- 13. Accessing and securing conceptual and symbolic knowledge required for digital era work (Stephen Billett) -- 14. The digitalization of work and social justice – reflections on the labour process of English Further Education teachers (James Avin & Cheryl Reynolds). |
| Record Nr. | UNINA-9910299501203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Individual and Social Influences on Professional Learning [[electronic resource] ] : Supporting the Acquisition and Maintenance of Expertise / / by Hans Gruber, Christian Harteis
| Individual and Social Influences on Professional Learning [[electronic resource] ] : Supporting the Acquisition and Maintenance of Expertise / / by Hans Gruber, Christian Harteis |
| Autore | Gruber Hans |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (226 pages) |
| Disciplina | 378.013 |
| Collana | Professional and Practice-based Learning |
| Soggetto topico |
Professional education
Vocational education Learning Instruction Maturation (Psychology) Educational psychology Education—Psychology Career education Professional & Vocational Education Learning & Instruction Personal Development Educational Psychology Career Skills |
| ISBN | 3-319-97041-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Series editors’ foreword -- Preface -- Chapter 1 Supporting the acquisition of expertise: A challenge for research -- Chapter 2 Meta-theoretical perspective on workplace learning research -- Chapter 3 The successful individual -- Chapter 4 The impeded individual -- Chapter 5 Supporting the acquisition of expertise: Fostering individual development and creating professional communities -- Chapter 6 Supporting the maintenance of expertise -- Chapter 7 i-PPP: A model of professional learning. |
| Record Nr. | UNINA-9910299521603321 |
Gruber Hans
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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International Handbook of Research in Professional and Practice-based Learning [[electronic resource] /] / edited by Stephen Billett, Christian Harteis, Hans Gruber
| International Handbook of Research in Professional and Practice-based Learning [[electronic resource] /] / edited by Stephen Billett, Christian Harteis, Hans Gruber |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (1378 p.) |
| Disciplina | 658.3124 |
| Collana | Springer International Handbooks of Education |
| Soggetto topico |
Professional education
Vocational education Lifelong learning Adult education Professional & Vocational Education Lifelong Learning/Adult Education |
| ISBN | 94-017-8902-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | (A) Acknowledgments -- (B) Introduction -- Section 1. Professions and the workplace -- (C) Section Introduction -- (1) David Carr, Professionalism, profession and professional conduct: Towards a basic logical and ethical geography -- (2) Julia Evetts, The concept of professionalism: Professional work, professional practice and learning -- (3) Gerhard Minnameier, Moral aspects of professions and professional practice -- (4) Lina Markauskaite & Peter Goodyear, Professional work and knowledge -- (5) Martin Mulder, Conceptions of professional competence -- (6) Silvia Gherardi & Manuela Perrotta, Becoming a practitioner: Professional learning as a social practice -- (7) Jim Hordern, Productive systems of professional formation -- Section 2. Research paradigms of work and learning -- (D) Section Introduction -- (8) Erno Lehtinen, Kai Hakkarainen & Tuire Palonen, Understanding learning for the professions: How theories of learning explain coping with rapid change -- (9) Laurent Filliettaz, Understanding learning for work: Contributions from discourse and interaction analysis -- (10) Paul Gibbs, Research paradigms of practice, work and learning -- (11) Gloria Dall'Alba & Jörgen Sandberg, A phenomenological perspective on researching work and learning -- (12) Mark Greenlee, The neuronal base of perceptual learning and skill acquisition -- (13) Eva Kyndt & Patrick Onghena, Hierarchical Linear Models for research on professional learning: Relevance and implications -- (14) Catherine Hasse, The anthropological paradigm of practice‑based learning -- Section 3. Educational systems (learning for professions) -- (E) Section Introduction -- (15) Peter Sloane, Professional education between school and practice settings: The German dual system as an example -- (16) Bärbel Fürstenau, Matthias Pilz, & Philipp Gonon, The dual system of vocational education and training in Germany ‑ what can be learnt about education for (other) professions -- (17) Madeleine Abrandt Dahlgren, Tone Dyrdal Solbrekke, Berit Karseth, & Sofia Nyström, From university to professional practice: Students as journeymen between cultures of education and work -- (18) Stephen Billett & Sarojni Choy, Integrating professional learning experiences across university and practice settings -- (19) Päivi Tynjälä & Jennifer M. Newton, Transitions to working life: securing professional competence -- (20) Elizabeth Katherine Molloy, Louise Greenstock, Patrick Fiddes, Catriona Fraser, & Peter Brooks, Interprofessional education in the health workplace -- (21) Tim Dornan & Pim W. Teunissen, Medical education -- (22) Ming Fai Pang, A phenomenographic way of seeing and developing professional learning -- (23) Monika Nerland & Karen Jensen, Changing cultures of knowledge and professional learning -- Section 4. Professional learning and education (learning in professions) -- (F) Section Introduction -- (24) Anneli Eteläpelto, Katja Vähäsantanen, Päivi Hökkä, & Susanna Paloniemi, Identity and agency in professional learning -- (25) Jan Breckwoldt, Hans Gruber, & Andreas Wittmann, Simulation learning -- (26) Christian Harteis & Johannes Bauer, Learning from errors at work -- (27) Stephen Billett & Raymond Smith, Learning in the circumstances of professional practice -- (28) Geoffrey Gowlland, Apprenticeship as a model for learning in and through professional practice -- (29) Britta Herbig & Andreas Müller, Implicit knowledge and work performance -- (30) Eugene Sadler‑Smith, Intuition in professional and practice‑based learning -- (31) Bente Elkjaer & Ulrik Brandi, An organisational perspective on professionals' learning -- (32) Morten Sommer, Professional learning in the ambulance service -- (33) Stephen Billett, Mimetic learning at work: Learning through and across professional working lives -- Section 5. Implementing and supporting professional learning -- (G) Section Introduction -- (34) Anton Havnes & Jens‑Christian Smeby, Professional development and the professions -- (35) P. Robert‑Jan Simons & Manon C. P. Ruijters, The real professional is a learning professional -- (36) Filip Dochy, David Gijbels, Elisabeth Raes, & Eva Kyndt, Team learning in education and professional organisations -- (37) Victoria Marsick, Andrew K. Shiotani, & Martha A. Gephart, Teams, communities of practice, and knowledge networks as locations for learning professional practice -- (38) Rob F. Poell & Ferd J. van der Krogt, The role of Human Resource Development in organizational change: Professional development strategies of employees, managers and HRD practicioners -- (39) Lillian Turner de Tormes Eby, B. Lindsay Brown, & Kerrin George, Mentoring as a strategy for facilitating learning: Protégé and mentor perspectives -- (40) James Avis & Kevin Orr, The new professionalism: An exploration of vocational education and training teachers -- (41) Tarja Irene Tikkanen & Stephen Billett, Older professionals, learning and practice -- (42) Per‑Erik Elleström & Per Nilsen, Promoting practice‑based innovation through learning at work -- (43) Allison Littlejohn & Anoush Margaryan, Technology enhanced professional learning -- Section 6. Evaluating and assessing professional learning -- (H) Section Introduction -- (44) Thomas R. Guskey, Evaluating professional learning -- (45) Dineke E. H. Tigelaar & Cees P. M. van der Vleuten, Assessment of professional competence.- (46) Tara J. Fenwick, Assessment of professional learning in practice -- (47) Patrick Griffin, Esther Care, Judith Crigan, Pamela Robertson, Zhonghua Zhang, & Alejandra Arratia‑Martinez, The influence of evidence‑based decisions by collaborative teacher teams on student achievement -- (48) Frank Achtenhagen & Esther Winter, Large-scale assessment of vocational education and training. |
| Record Nr. | UNINA-9910483536103321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning from errors in workplace settings / / guest editors, Martin Gartmeier and Christian Harteis
| Learning from errors in workplace settings / / guest editors, Martin Gartmeier and Christian Harteis |
| Pubbl/distr/stampa | [Place of publication not identified] : , : Emerald Publishing Limited, , 2017 |
| Descrizione fisica | 1 online resource (85 pages) : illustrations, tables |
| Disciplina | 362.11068 |
| Collana | Journal of Workplace Learning |
| Soggetto topico |
Hospitals - Risk management
Risk management Operations, Surgical Surgery, Operative |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-78743-637-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910511351303321 |
| [Place of publication not identified] : , : Emerald Publishing Limited, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning from errors in workplace settings / / guest editors, Martin Gartmeier and Christian Harteis
| Learning from errors in workplace settings / / guest editors, Martin Gartmeier and Christian Harteis |
| Pubbl/distr/stampa | [Place of publication not identified] : , : Emerald Publishing Limited, , 2017 |
| Descrizione fisica | 1 online resource (85 pages) : illustrations, tables |
| Disciplina | 362.11068 |
| Collana | Journal of Workplace Learning |
| Soggetto topico |
Hospitals - Risk management
Risk management Operations, Surgical Surgery, Operative |
| ISBN | 1-78743-637-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910795081103321 |
| [Place of publication not identified] : , : Emerald Publishing Limited, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning from errors in workplace settings / / guest editors, Martin Gartmeier and Christian Harteis
| Learning from errors in workplace settings / / guest editors, Martin Gartmeier and Christian Harteis |
| Pubbl/distr/stampa | [Place of publication not identified] : , : Emerald Publishing Limited, , 2017 |
| Descrizione fisica | 1 online resource (85 pages) : illustrations, tables |
| Disciplina | 362.11068 |
| Collana | Journal of Workplace Learning |
| Soggetto topico |
Hospitals - Risk management
Risk management Operations, Surgical Surgery, Operative |
| ISBN | 1-78743-637-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910814920303321 |
| [Place of publication not identified] : , : Emerald Publishing Limited, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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 | ||
| ||