The effects of epistemological beliefs on workplace learning

Bauer, Johannes; Festner, Dagmar; Gruber, Hans; Harteis, Christian; Heid, Helmut

doi:10.1108/13665620410545561

Cited by 33 publications

(15 citation statements)

References 11 publications

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“…In higher education, epistemological beliefs are grounded within socially shared subject discipline. As Bauer et al (2004) have argued, these belief systems related to the nature of knowledge tend to be a determining factor for learning. In WBL, the holistic nature of the learning experience (extending considerably beyond discipline boundaries) means that students need to recognize knowledge presented in unfamiliar ways and to develop the skills of meta-cognition in order to recognize and learn from the knowledge and experiences encountered.…”

Section: Introductionmentioning

confidence: 97%

Assessment in work‐based learning: investigating a pedagogical approach to enhance student learning

Brodie

Irving

2007

Assessment & Evaluation in Higher Education

100

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Work-based learning (WBL) is undertaken in a wide variety of higher education contexts and is increasingly viewed as a valuable, and increasingly essential, component of both the undergraduate and postgraduate student learning experience. However, the development of rigorous pedagogies to underpin WBL and its assessment is still embryonic. This paper presents a case study of how one medium sized institution, with experience of offering WBL for more than 20 years, has developed a pedagogical approach for both supporting and assessing WBL. The WBL model examined is based on the inter-relationship and inter-dependency between understanding learning, critical reflection and the identification and development of capability within a WBL context. The paper considers each of the three areas in relation to its individual contribution and most importantly, in relation to the WBL process, as a means of developing a framework for academic, personal and capability development within a workplace setting. Critical to this discussion is an analysis of the contribution of related pedagogic theory and the use of appropriate assessment approaches to support WBL and to enhance the student learning experience.

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Section: Introductionmentioning

confidence: 97%

Assessment in work‐based learning: investigating a pedagogical approach to enhance student learning

Brodie

Irving

2007

Assessment & Evaluation in Higher Education

100

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“…Nevertheless, central to this process of learning what constitutes a learning environment is also the degree by which individuals act agentically in the process of constructing knowledge (Billett, 2005b;Billett & Somerville, 2004). This epistemological agency (Smith, 2004) (Bauer, Festner, Gruber, Harteis, & Heid, 2004;Smith, 2004). Indeed epistemology is itself shaped through a history of relations and interactions with the social world, throughout ontogeny (Scribner, 1985b).…”

Section: Relational Bases Of Work and Learningmentioning

confidence: 99%

Understanding work, learning and the remaking of cultural practices

Billett

Smith

Barker

2005

Studies in Continuing Education

112

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This paper focuses on dualities in both the process and outcomes of participation in work. Firstly Learning and work: remaking cultural practicesUnderstanding how both learning and remaking of the cultural practices that comprise work occurs in workplaces has important practical and conceptual purposes. Practically, at a time when the requirements for work are in constant change and turmoil, there is a need to understand how individuals can best learn these changing requirements through work and throughout their working life. It seems reasonable to propose that the most likely and accessible environment to assist this learning will be workplaces themselves. The possibilities and capacities of providing effective and ongoing skill development in vocational education systems or universities can only be partial, at best. The evidence suggests that workplaces can be generative of much of the knowledge required for work performance (Fuller

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“…This instrumentality, however, evidences more than the pragmatics of learning to comply with the procedural requirements of work activities and the cultural systems in which they are embedded. It evidences the operation of individuals' personal epistemology, the unique deployment and development of conceptions of knowledge and learning that support and mark new adult employee experience (Hofer, 2002;Bauer et al, 2004). In particular, this instrumentality evidences the bases on which individuals act upon and utilize their ways of knowing and understanding the necessities and demands of new work and its associated learning.…”

Section: Necessity and Workplace Learningmentioning

confidence: 97%

“…The term recognizes knowledge as practised through cultural activity (Leontev, 1981) that is personally utilized (Schommer, 1998) for private purposes of care and concern (Frankfurt, 1988) beyond the conditions and censorship of personal beliefs (Bauer et al, 2004) and within the influence of, but not the determination of, sociocultural context (Archer, 2000). It therefore privileges the new employee-learner with an autonomy that accounts for individual difference through ontogeny and utility and rightfully focuses learning on the actions of the learner, on their necessary actions-in-context.…”

Section: Necessity and Workplace Learningmentioning

confidence: 99%

Epistemological agency: a necessary action-in-context perspective on new employee workplace learning

Smith

2006

Studies in Continuing Education

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This paper discusses research premised on the view that new employees' necessary learning actions may be said to constitute a socio-cultural constructivist epistemology of necessity. It examines the work and learning activities of three new employees during their first months at a wholesale fruit and vegetable company. It proposes that what new employees must 'do' is engage in a range of working and learning activities, epistemic actions, that may be conceptualized as their exercising epistemological agency. That is, they are necessarily engaged in the practice of personally managing the diversity of factors that mediate their construction of knowledge. In doing so, they control the social suggestion of their workplace within their need to learn what is necessary for work. The paper further suggests that these mediating factors constitute a workplace learning agenda that comprises the priorities of the new employees' actions at work. This agenda is identified across five interrelated action sets. These sets emerge from data analysis as major mediators of the new employees' learning. Additionally, it suggests that change in this agenda may indicate what learning is being undertaken and how the development of workplace intersubjectivities or shared understandings may subsequently occur. These suggestions place new emphasis on the individual in determining their contribution to the social nature of learning. They begin to more fully account for the personal purpose and consequence of learning at work. Necessity and workplace learningThe socio-cultural constructivist theories of learning and development (e.g. Vygotsky, 1978;Leontev, 1981;Rogoff, 1990;Wertsch, 1998) that are the conceptual basis of the research this paper presents attribute the individual with the role of constructor of their own knowledge. This role is necessarily active*/ the individual is more than a passive recipient of knowledge that is external to them. Individuals are therefore actively engaged in the process of their self-development as they construct the knowledge that makes sense of and gives meaning to their

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The effects of epistemological beliefs on workplace learning

Cited by 33 publications

References 11 publications

Assessment in work‐based learning: investigating a pedagogical approach to enhance student learning

Assessment in work‐based learning: investigating a pedagogical approach to enhance student learning

Understanding work, learning and the remaking of cultural practices

Epistemological agency: a necessary action-in-context perspective on new employee workplace learning

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