Hafler Extraordinary Learning in the Workplace

2011
ISBN: 978-94-007-0271-4
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 6, 212 Seiten

Reihe: Innovation and Change in Professional Education

The contributing authors of this multidisciplinary text agree that workplace learning truly is extraordinary when it is marked by structural congruence and a positive synergy among the intended and formal preparation of professionals, that tacit learning occurs within the hidden curriculum, and that the subsequent demands, both formal and tacit, are embedded in subsequent workplace settings. Thus, for this text, these authors explore research and practice literature related to curriculum, instruction and assessment of professionals' learning in the workplace and the implications for best practices. But what makes this book truly unique is that the authors examine that literature in the context of four professions-education, nursing, medicine and clergy-at the point of those professions wherein students are learning during the degree program stages of their education.  Extraordinary Learning in the Workplace is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in the practice settings of the workplace. Part III covers assessment, using medicine as its example to argue that assessment has remained largely unchanged for years, thus making the multiple choice questions tests introduced in the 1950s the de facto gold standard for 'quality' assessment. And Part IV focuses on the training of the instructors, visiting the three key themes of relationships, activities or tasks, and work practices.

Autoren/Hrsg.

Hafler, Janet P.

Inhaltsverzeichnis

1;Overview: The Reasons for Writing This Book;5
1.1; The Structure of the Book;7
1.2; The Issues Addressed in Part I: Curriculum;7
1.3; The Issues Addressed in Part II: Learning and Instruction;9
1.4; The Issues Addressed in Part III: Assessment;10
1.5; The Issues Addressed in Part IV: Implementation;11
1.6; Summary;12
1.7;References;12
2;Contents;14
3;From the Series Editors;15
3.1; About the Book Series;15
3.2; About This Book;15
4;Contributors;17
5;Part I Curriculum;18
6;1 Conceptual Perspectives and the Formal Curriculum;19
6.1; Overview;19
6.2; Part 1: Definition of Curriculum and Rationale for Learning in Practice Settings of the Workplace for Education for the Professions;19
6.3; Part 2: Traditions of Scholarship and Practice in Curriculum Studies: Implications for Learning in the Workplace;22
6.3.1; Systems Approach;23
6.3.2; Reconceptualist Approach;25
6.3.3; Deliberative Curriculum Inquiry;28
6.4; Conclusion;30
6.5;References;30
7;2 The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionals;33
7.1; Introduction;33
7.2; Freidson's Challenge;34
7.3; Extraordinary Workplace Learning: A Normative Framing;38
7.4; Medical Education and Work: A Brief History;40
7.5; A Pedagogical Conundrum;41
7.6; Two Modern-Day Arenas of Pedagogical Conflict;42
7.7; Conclusions;45
7.8;References;46
8;Part II Learning and Instruction;52
9;3 Conceptions and Theories of Learning for Workplace Education;53
9.1; Overview;53
9.2; Part I: The Nature of Professional Practice Essential Knowledge, Competencies, and Qualities;54
9.3; Part II: Conceptions and Theories of Learning;58
9.3.1; Behavioral Learning Theories;59
9.3.2; Transition to Conceptions of ''Adult Learning'' and Self-Directed Learning;61
9.3.3; Constructivist and Cognitive Theories of Learning;64
9.4; Cognitive Theories of Learning;64
9.5; Experiential Learning Theories;65
9.6; Reflective Practice and Transformative Learning Theory;66
9.6.1; Social Theories of Learning;68
9.7; Social Cognitive Theories of Learning;69
9.8; Social Cultural Theories of Learning;70
9.9; Discussion and Conclusions;71
9.10;References;73
10;4 Coaching, Mentoring, and Supervision for Workplace Learning;77
10.1; Overview;77
10.2; Contextual Factors in Workplace Learning;78
10.3; Coaching, Mentoring, and Supervising to Support Extraordinary Learning in the Workplace;79
10.3.1; Coaching;80
10.3.2; Mentoring;81
10.3.3; Supervision;84
10.3.4; Setting Expectations, Questioning, Feedback, and Reflection;86
10.3.5; Reflective Practice;90
10.3.6; Summary;92
10.4; Challenges;93
10.5; Suggestions;94
10.6;References;95
11;Part III Assessment;99
12;5 Conceptual Perspectives: Emerging Changes in the Assessment Paradigm;100
12.1; Overview;100
12.2; Historical Changes in Assessment;102
12.2.1; Mentor's Judgment of Performance;102
12.2.2; Standardized Testing of Competence;102
12.2.3; Workplace Assessment of Competencies and Performance;103
12.3; Traditional Assessment;105
12.4; Emerging Assessment of Performance;106
12.4.1; Assembling Performance Data Sets;107
12.4.2; Analyzing Data Sets;108
12.4.3; Improvement Planning;109
12.5;References;110
13;6 Assessment: Practical Strategies Applied to the Professions;114
13.1; Overview;114
13.2; Part 1: Assessment of Attitudes;115
13.2.1; Medicine;115
13.2.2; Theology;117
13.2.3; Nursing;117
13.2.4; Education;118
13.3; Part 2: Assessment Skills;119
13.3.1; Medicine;120
13.3.2; Theology;124
13.4; Learning Agreement;119
13.4.1; Intentions and Plan for Learning;125
13.4.2; Nursing;126
13.4.3; Education;127
13.5; Part 3: Assessments of Knowledge;131
13.5.1; Medicine;132
13.5.2; Theology;134
13.5.3; Nursing;135
13.5.4; Education;136
13.6; Conclusion;136
13.7;References;137
14;Part IV Implementation;142
15;7 Faculty Development for Workplace Instructors;143
15.1; The Target of This Chapter;143
15.2; A Brief Overview of Faculty Development;149
15.3; Where Does Faculty Development in the Professions Stand Today;151
15.4; Types of Learning Opportunities for Workplace Instructors;153
15.4.1; Workshops -- How to Structure Them;153
15.4.2; Workshops -- What to Teach the Workplace Instructors;157
15.4.3; Online, On-Demand Training for Faculty;158
15.4.4; Extended Seminars and Fellowship Programs;160
15.4.5; Communities of Practice and Other Peer Learning Strategies;161
15.4.6; Consultation with Feedback;164
15.5; Barriers and Supports for Faculty Developers of Workplace Instructors;166
15.5.1; People and Interpersonal Relationships;167
15.5.2; Institutional Structures;167
15.5.3; Personal Considerations and Commitments;168
15.5.4; Intellectual and Personal Characteristics;168
15.5.5; Acceptance into the Community of Practice: ''Those Who Can, Do; Those Who Can''t, Teach'';168
15.6; Conclusion;171
15.7;References;171
16;8 Envisioning the Future;177
16.1; Overview;177
16.2; Theme 1: Establishing Relationships to Support Workplace Learning;179
16.2.1; How Do Relationships in the Workplace Facilitate Learning?;179
16.2.2; How Can Relationships in the Workplace Interfere with Learning? ;183
16.3; Directions for Future Research on Relationships in Workplace Learning;184
16.4; Summary;185
16.5; Theme 2: Selecting Tasks/Activities to Support Learning in the Workplace;186
16.5.1; How Do Tasks and Activities Constitute a Workplace Curriculum that Not Only Supports Learning, but May Make the Learning Extraordinary?;186
16.5.2; How Can the Selection of Tasks and Activities Optimize or Inhibit Workplace Learning?;188
16.6; Directions for Future Research on Tasks/Activities in Workplace Learning;192
16.7; Summary;193
16.8; Theme 3: Utilizing Work Practices and Culture to Support Student Learning in the Workplace;194
16.8.1; How Do the Routine Practices in a Work Environment Facilitate Student Learning?;194
16.8.2; What Aspects of Work Practices and Culture Can Misguide Student Development?;195
16.9;Directions for Future Research on Work Practices in Workplace Learning;200
16.10; Summary;201
16.11; Discussion and Conclusions;202
16.12;References;204
17;Author Index;207
18;Subject Index;217