Making judgments as the basis for workplace learning: towards an epistemology of practice

Beckett, David; Hager, Paul

doi:10.1080/02601370050110365

Cited by 73 publications

(54 citation statements)

References 10 publications

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“…Our definitions rely on two axes: structural (e.g., institution, schedule, accreditation) and psychological (e.g., intention, control). By doing so, we try to combine earlier definitions that emphasized different distinctions between the two types of learning (Beckett & Hager, 2000;Eraut, 2000Eraut, , 2004Livingstone, 2001). It is noted that other approaches attempting to differentiate formal and informal learning exist (for review see: Hager & Halliday, 2006).…”

Section: Formal and Informal Learningmentioning

confidence: 99%

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Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments

Levenberg

Caspi

2010

IJELL

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Two hundred and thirty-nine elementary school teachers reported their perceived learning (cognitive and affective aspects) in four learning environments: Formal -face-to-face (teachers' professional development courses), Informal -face-to-face (teachers' lounge), Formal -online (online teacher professional development courses), and Informal -online (teachers' online forum). We found that perceived learning in formal learning environments was higher than in informal learning environments. The effect of communication media was also significant; teachers who communicated online reported higher perceived learning than teachers who communicated face-toface. The interaction between formality and communication media was also significant. In the informal environments, online learners perceived their learning to be higher than face-to-face learners, whereas in formal learning environments there was no such difference. These results revealed the importance of the medium in different learning environments.

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Section: Formal and Informal Learningmentioning

confidence: 99%

“…Operational definitions that differentiate formal and informal learning are based on the proposals made by Livingstone (2001), Eraut (2000) and Beckett and Hager (2000). We will not define learning here, and the reader may find a useful discussion in Alexander, Schallert and Reynolds (2009).…”

Section: Formal and Informal Learningmentioning

confidence: 99%

Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments

Levenberg

Caspi

2010

IJELL

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“…We suggest further improvement work in healthcare contexts to foster such development, supported by participatory research conducted in collaboration between healthcare and universities. Beckett and Hager (2000) have argued that one of the most important factors affecting the quality of workplace learning is the dependence on a variety of learning opportunities. Our findings are in line with Beckett and Hager's argument, indicating that physicians' professional learning is closely connected to their versatile www.professionsandprofessionalism.com Page 12 mobility across working groups, tasks, and physical and virtual contexts.…”

Section: Discussionmentioning

confidence: 99%

The Dynamics of Physicians’ Learning and Support of Others’ Learning

Thörne

Hult

Gäre

et al. 2014

P&P

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Learning has been defined as a condition for improving the quality of healthcare practice. The focus of this paper is on physicians' learning and their support of others' learning in the context of Swedish healthcare. Data were generated through individual and focus group interviews and analyzed from a sociomaterial practice theory perspective. During their workday, physicians dynamically alternated between their own learning and their support of others' learning in individual patient processes. Learning and learning support were interconnected with the versatile mobility of physicians across different contexts and their participation in multiple communities of collaboration and through tensions between responsibilities in healthcare. The findings illustrate how learning enactments are framed by the existing "practice architectures." We argue that productive reflection on dimensions of learning enactments in practice can enhance physicians' professional learning and improve professional practice.

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“…Despite ensuring the same training conditions for all student teachers, these carry on differently according to their individual capacities to acquire, understand and integrate the knowledge they come in contact with (Beckett & Hager, 2000;Flores & Day, 2006;Iucu, 2005). In this context it becomes highly important to employ the appropriate means in order to maximize students' capacity to adapt to changes.…”

Section: Introductionmentioning

confidence: 99%

Why Do We Mind the Gap between Theory and Practice in TE?

Rădulescu¹

2017

The European Proceedings of Social and Behavioural Sciences

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The gap between theory and practice has been adressed in many studies related to teacher education programmes, all proposing different solutions to bring closer the training student teachers receive during courses to the reality of the classroom they face once they start teaching, with a focus on more teaching practice opportunities and changes in the course content. Continuous changes in the last quarter of a century affecting the Romanian educational system in general also influenced the structure and the philosophy of teacher education and changed the focus on human resources as the key of making TE more efficient. There is a general tendency among educational programmes to explore with new learning models that can ensure expert-like competencies before graduation and with the appropriate instruments to be employed by all teachers in order to make them able to adapt to all the changes they face. This paper expands on the influence of external factors such as beliefs, opinions, attitudes, professional models, towards teaching and teachers, on the way training received or delivered is perceived. It draws on previous research I conducted on an interesting manner of accomodating in an individual innovative way, the gap between old incremented beliefs and the new theories and practices presented during the teacher education programme, as an empowering tool for all teachers to use in a variety of educational contexts.

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Making judgments as the basis for workplace learning: towards an epistemology of practice

Cited by 73 publications

References 10 publications

Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments

Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments

The Dynamics of Physicians’ Learning and Support of Others’ Learning

Why Do We Mind the Gap between Theory and Practice in TE?

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