How experienced professionals develop their expertise in work-based higher education: a literature review

Wallin, Anna Serratusell; Nokelainen, Petri; Mikkonen, Susanna

doi:10.1007/s10734-018-0279-5

Cited by 30 publications

(29 citation statements)

References 57 publications

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“…Lifelong learning, however, entails not only during the course of preparation in teacher education but also right after years of experience as professional teachers. This can be attested by Wallin et al (2018) when they found out that learners should be supported but also allowed to self-manage their learning in order to build agency and self-regulative skills, continuous problem solving with illdefined, non-routine problems should be encouraged along with challenges that trigger learning, learners' personal transformation processes and change of identity should be supported, and expertise development should be viewed as an ongoing, context-dependent and individualized process.…”

Section: Resultsmentioning

confidence: 99%

Pre-service teachers' competencies in a work-based learning environment

Padagas¹

2019

Afr Educ Res J

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The study assessed and explored the pedagogical, student performance assessment, and classroom management skills of Pre-Service Teachers (PSTs) in their Work-based Learning Environment (WBLE). A sequential-explanatory mixed methods design was employed. Seventy PSTs were purposively selected as participants. To determine the three identified competencies, the study started with quantitative research method (Phase 1) using survey questionnaire containing items from various sources. After this, a qualitative data gathering method (Phase 2) using face-to-face interview and narratives was employed to further explore on the characteristics and challenges experienced by the PSTs. The findings revealed that the PSTs were generally competent in the three sets of competencies but the extent of employing all these in their WBLE says otherwise. Furthermore, their competencies, too, were not significantly related. Moreover, several challenges that beset the PSTs in their WBLE were also identified, hence, the formulation of the Triangle of Pre-Service Teachers' Attributes and Characteristics, and Competencies as basis in helping the PSTs improve their competencies as future members of the teaching workforce. The Higher Education Institutions can benefit from the results to keep improvements in the way their PSTs are being prepared for to provide quality teaching and learning among their target classes.

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Section: Resultsmentioning

confidence: 99%

Pre-service teachers' competencies in a work-based learning environment

Padagas¹

2019

Afr Educ Res J

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“…Reflecting Fuller and Unwin's framework (2003), the busy, task-focused working environment makes prioritising time to reflect on learning particularly challenging. Wallin, Nokelainen, and Mikkonen's (2018) suggest that work-based learners need to be supported to self-manage this 'context-dependent and individualised process' (359). Hamilton's (2018) study with work-based learners highlights the importance of HEIs maintaining academic perspectives that sit at a tangent to employment, such as critical approaches which promote core values like social justice.…”

Section: Relationship Between Workplace and University Studymentioning

confidence: 99%

“…Roberts, Storm, and Flynn (2019) propose a comprehensive model for mentoring degree apprentices: providing induction; setting workplace expectations of professionalism; proactively facilitating learning within and outside of the workplace; encouraging engagement with support networks; and supporting the achievement of the apprenticeship standard. Nevalainen, Lunkka, and Suhonen (2018) and Wallin, Nokelainen, and Mikkonen (2018) suggest a somewhat less formal role for mentors, in which they provide crucial opportunities for reflection. This study explores WBL processes and the mentor relationship from the apprentices' perspective.…”

Section: Work-based Learning Processes and Actorsmentioning

confidence: 99%

An exploration of degree apprentice perspectives: a Q methodology study

Fabian

Taylor‐Smith

Smith

et al. 2021

Studies in Higher Education

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Degree apprenticeships in the UK represent a shift in approach to degreelevel study. As the model matures, it is important to hear perspectives of apprentices. Using Q methodology, the study aims to identify the different apprentices' viewpoints of the apprenticeship, exploring aspects of belonging, support, challenges and views of the learning experience. Thirty-five second-year computing apprentices at a UK university participated in the study. Centroid factor analysis revealed three perspectives: aligned student-workers, busy professionals, and the cast adrift. Aligned student-workers were balancing work and study effectively, finding value in both. Busy professionals were already consolidated as professionals, using this degree apprenticeship to upskill. Finally, the cast adrift, reported a lack of support in the workplace that was affecting their view on the apprenticeship. This exploratory study, resulting in a new research instrument and approach, contributes apprentices' perspectives to research and practice, as apprenticeship models expand in the UK and beyond.

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“…Hence, the digital industrial transformations [20], affect shop floor practitioners with traditionally low level of formal academic education. Even if they have both deep and long work-based experiences and knowledge [21,22], they need to be strengthened with new types of knowledge and learning that formal education can offer. In line with this, Tynjälä [23] put forward that education should adopt specific features of workplace learning and development of expertise.…”

Section: Work-integrated Learning and Coproduction Of Knowledgementioning

confidence: 99%

Mind the Gap: A Collaborative Competence E-learning Model between University and Industry

Hattinger¹,

Eriksson²

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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This article departure from the effects that interorganizational collaboration brings for the participating partners, specifically from design-related activities of e-learning courses and co-production. The research focus is on critical factors for interorganizational collaborative e-learning and coproduction between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees' competences. Main contribution is that co-production of knowledge entails three levels of activities among actors; to have insight into the purposes and practices of others, the capacity to transform the problems of a practice and together build common knowledge and finally the capacity of mutually co-produce knowledge acted upon in practice towards transformations in the workplace.

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How experienced professionals develop their expertise in work-based higher education: a literature review

Cited by 30 publications

References 57 publications

Pre-service teachers' competencies in a work-based learning environment

Pre-service teachers' competencies in a work-based learning environment

An exploration of degree apprentice perspectives: a Q methodology study

Mind the Gap: A Collaborative Competence E-learning Model between University and Industry

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