Francophone Perspectives of Learning Through Work
-15%
portes grátis
Francophone Perspectives of Learning Through Work
Conceptions, Traditions and Practices
Filliettaz, Laurent; Billett, Stephen
Springer International Publishing AG
10/2016
378
Mole
Inglês
9783319343839
15 a 20 dias
This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning.
CHAPTER 1 An introduction to Francophone perspectives of learning through work, Laurent Filliettaz & Stephen Billett.- CHAPTER 2 Conceptualising and connecting Francophone perspectives on learning through and for work, Laurent Filliettaz, Stephen Billett, Etienne Bourgeois, Marc Durand & Germain Poizat.- SECTION I: CONCEPTUALISING THE LINKS BETWEEN LEARNING AND PRACTICE.- CHAPTER 3 Stimulating dialogue at work: the activity clinic approach to learning and development, Laure Kloetzer, Yves Clot & Edwige Quillerou-Grivot.- CHAPTER 4 Learning by participating: a theoretical configuration applied to French cooperative day care centres, Gilles Brougere.- CHAPTER 5 Learning to use tools: a functional approach to action, Blandine Bril.- CHAPTER 6 Learning through interaction with technical objects: From the individuality of the technical object to human individuation, Germain Poizat.- CHAPTER 7 Learning as transforming collective activity through dialogical inquiries, Philippe Lorino.- CHAPTER 8 An on-the-go' approach to dealing with organizational tensions, Frederik Matte & Francois Cooren.- CHAPTER 9 Discussion: francophone approaches to learning through practice, Geoffrey Gowlland.- SECTION II: CONCEPUTALISING THE LINKS BETWEEN TRAINING AND WORK.- CHAPTER 10 Vocational Didactics: Work, Learning and Conceptualization, Patrick Mayen.- CHAPTER 11 An activity-centred approach to work analysis and the design of vocational training situations, Marc Durand & Germain Poizat.- CHAPTER 12 Activity analysis and workplace training: an ergonomic perspective, Sylvie Ouellet & Nicole Vezina.- CHAPTER 13 University-corporate partnerships for designing workplace curriculums: the case of a French work-integrated training program at tertiary level, Laurent Veillard.- CHAPTER 14 Learning through verbal interactions in the workplace: the role and place of guidance in vocational education and training, Laurent Filliettaz, Isabelle Durand & Dominique Trebert.- CHAPTER 15 Transmission and individuation in the workplace, Etienne Bourgeois, Julie Allegra & Cecilia Mornata.- CHAPTER 16 On the articulation of training and work: insights from Francophone research traditions, Simone Volet.- CHAPTER 17 Understanding learning for and through work: Contributions from Francophone perspectives, Stephen Billett, Ray Smith and Charlotte Wegener.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning.
CHAPTER 1 An introduction to Francophone perspectives of learning through work, Laurent Filliettaz & Stephen Billett.- CHAPTER 2 Conceptualising and connecting Francophone perspectives on learning through and for work, Laurent Filliettaz, Stephen Billett, Etienne Bourgeois, Marc Durand & Germain Poizat.- SECTION I: CONCEPTUALISING THE LINKS BETWEEN LEARNING AND PRACTICE.- CHAPTER 3 Stimulating dialogue at work: the activity clinic approach to learning and development, Laure Kloetzer, Yves Clot & Edwige Quillerou-Grivot.- CHAPTER 4 Learning by participating: a theoretical configuration applied to French cooperative day care centres, Gilles Brougere.- CHAPTER 5 Learning to use tools: a functional approach to action, Blandine Bril.- CHAPTER 6 Learning through interaction with technical objects: From the individuality of the technical object to human individuation, Germain Poizat.- CHAPTER 7 Learning as transforming collective activity through dialogical inquiries, Philippe Lorino.- CHAPTER 8 An on-the-go' approach to dealing with organizational tensions, Frederik Matte & Francois Cooren.- CHAPTER 9 Discussion: francophone approaches to learning through practice, Geoffrey Gowlland.- SECTION II: CONCEPUTALISING THE LINKS BETWEEN TRAINING AND WORK.- CHAPTER 10 Vocational Didactics: Work, Learning and Conceptualization, Patrick Mayen.- CHAPTER 11 An activity-centred approach to work analysis and the design of vocational training situations, Marc Durand & Germain Poizat.- CHAPTER 12 Activity analysis and workplace training: an ergonomic perspective, Sylvie Ouellet & Nicole Vezina.- CHAPTER 13 University-corporate partnerships for designing workplace curriculums: the case of a French work-integrated training program at tertiary level, Laurent Veillard.- CHAPTER 14 Learning through verbal interactions in the workplace: the role and place of guidance in vocational education and training, Laurent Filliettaz, Isabelle Durand & Dominique Trebert.- CHAPTER 15 Transmission and individuation in the workplace, Etienne Bourgeois, Julie Allegra & Cecilia Mornata.- CHAPTER 16 On the articulation of training and work: insights from Francophone research traditions, Simone Volet.- CHAPTER 17 Understanding learning for and through work: Contributions from Francophone perspectives, Stephen Billett, Ray Smith and Charlotte Wegener.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
