Vocational and Professional Learning: Skill Formation Between Formal and Situated Learning

Gruber, Hans; Harteis, Christian; Rehrl, Monika

doi:10.1017/cbo9780511499593.009

Cited by 26 publications

(13 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It follows, therefore, that as it is plausible and usual to relate professional competence with knowledge (Gruber, Harteis, & Rehrl, 2008), it is appropriate to discuss the issue of intuition as component of professional performance from a cognitive perspective (i.e. as knowledge organisation and use).…”

Section: Cognitive Theories Of Intuitionmentioning

confidence: 99%

“…The problem arising here, however, is that routines and automatisms are not necessarily appropriate for complex problem-solving cases, especially if they are new to individuals, thereby making them not actionable by standard (specifically learnt) routines. Researchers of expertise, thus, developed the idea that critical reflection of experiences is a crucial prerequisite for extraordinary high performancesbest realised by an immersion into a community of experts in ways that cultivates exchanges and reviews of experiences amongst peers (Berliner, 2001;Gruber, Harteis & Rehrl, 2008). Perhaps it was also these kinds of experiences assisted the captain of the plane crippled by geese flying into its engines make intuitive decisions, because these incidents had been discussed in that community as a possibility.…”

Section: Intuition As Component Of Expertisementioning

confidence: 99%

See 1 more Smart Citation

Intuitive expertise: Theories and empirical evidence

Harteis

Billett

2013

Educational Research Review

Self Cite

View full text Add to dashboard Cite

Intuition has been long seen as an element of effective human performance in demanding tasks (i.e. expertise). But its form, constitutive elements and development remain subject to diverse explanations. This paper discusses these elements and explores theories and empirical evidence about what constitutes intuitive expertise, and offers an account arising from a review of these explanations. Commencing with a consideration of examples of intuition from distinct fields of working life, it uses a cognitive perspective to open up the discussion for theorizing about intuition from an information processing perspective. It evaluates the widely acknowledged theory of two systems of information processing that proposes two parallel operating systems: the rational and intuitive. This theory provides foundations for understanding experts' abilities to act intuitively in highperformance-level activities. Research on expertise, finally, opens an educational perspective on intuition, with the progression from novice to expert being understood as an enduring and long-term learning process that inherently generates intuitive capabilities. The paper concludes by returning to and making connections with the literature on workplace and professional learning to provide insights into how individual and social learning processes support the development of intuitive expertise.

show abstract

Section: Cognitive Theories Of Intuitionmentioning

confidence: 99%

Section: Intuition As Component Of Expertisementioning

confidence: 99%

Intuitive expertise: Theories and empirical evidence

Harteis

Billett

2013

Educational Research Review

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, the business community expressed little satisfaction concerning the quality and adaptation of knowledge, skills, and performance of young employees and postulated that school and work were not enough linked to one another (Biemans, Nieuwenhuis, Poell, Mulder, and Wesselink 2004;Gruber, Harteis, and Rehrl 2008;Van Zolingen 2002). In the Netherlands, this situation was recognized in the beginning of the 1990s and has led to an extensive debate.…”

Section: Introductionmentioning

confidence: 99%

The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements

Jossberger

Brand‐Gruwel

Boshuizen

et al. 2010

Journal of Vocational Education & Training

146

118

View full text Add to dashboard Cite

Workplace simulations (WPS), authentic learning environments at school, are increasingly used in vocational education. This article provides a theoretical analysis and synthesis of requirements considering learner skills, characteristics of the learning environment and the role of the teacher that influence good functioning in WPS and foster students' learning. WPS appeal to students' self-directed learning (SDL) and self-regulated learning (SRL) skills, as students are required to work and learn independently in these settings. To achieve individual learning, the environments should be adaptive to the learners needs. Furthermore, the teachers should support learners to become competent in the domain but also guide them to become self-directed learners. To do so the interaction between the student, the teacher and the environment is of importance. The proposed model depicts the different elements and their relations.

show abstract

“…However, as innovative procedures emerge, it becomes necessary for professionals to learn novel pre-requisite technical information in order to later demonstrate critical procedural knowledge. This is not suggesting that professional practice is solely comprised of abstract declarative knowledge, rather, that this knowledge is a necessary -albeit insufficient -component of expertise (Gruber, Christian, and Monika 2008) and adaptable, professional performance. For example, before an experienced pharmacist can learn how to administer an influenza vaccine (procedural knowledge), she or he must be able to identify the muscular structure of the human arm (declarative knowledge).…”

mentioning

confidence: 99%

But does it work? Reflective activities, learning outcomes and instrumental learning in continuing professional development

Roessger

2013

Journal of Education and Work

View full text Add to dashboard Cite

This paper examines the relationship between reflective practice and instrumental learning within the context of continuing professional development (CPD). It is argued that instrumental learning is a unique process of adult learning, and reflective practice's impact on learning outcomes in instrumental learning contexts remains unclear. A new conceptualisation of instrumental learning in CPD is provided to illustrate the issue's relevance and potential implications. Three justifications for further investigation are suggested: (a) to clarify the function of reflective practice activities in the immediate context of instrumental learning; (b) to protect the welfare of clients and professionals; and (c) to sustain the continuing success of the field of CPD. It is argued that an empirical investigation using scientific methodology is the most effective approach to address this issue.

show abstract

Vocational and Professional Learning: Skill Formation Between Formal and Situated Learning

Cited by 26 publications

References 16 publications

Intuitive expertise: Theories and empirical evidence

Intuitive expertise: Theories and empirical evidence

The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements

But does it work? Reflective activities, learning outcomes and instrumental learning in continuing professional development

Contact Info

Product

Resources

About