What is included with this book?
What's Happening in Higher Education? | p. 1 |
What This Book Is About | p. 1 |
Learning for the Professions | p. 2 |
The Contribution of Formal Learning Situations to Pre-professional Learning | p. 4 |
The Contribution of Learners to Pre-professional Learning | p. 5 |
Discourses of Higher Education and Working Life | p. 5 |
Identity, Learning and Engagement | p. 7 |
The Contribution of the Early Twenty-First Century World to Pre-professional Learning | p. 9 |
The Contribution of Earlier Eras to Pre-professional Learning | p. 10 |
Higher Education, Professions and Internationalisation | p. 12 |
Communities of Professional Practice | p. 13 |
Who Are Our Students? | p. 14 |
How Is Professional Preparation Experienced? | p. 17 |
Professional Learning: How Can We Understand Learning for the Professions? | p. 19 |
Introduction | p. 19 |
Methodological Approach | p. 20 |
Introducing the Professional Entity Project | p. 22 |
Introducing the Journeymen Project | p. 24 |
Combining the Projects-Issues of Method | p. 27 |
A Model for Understanding Professional Learning | p. 29 |
Discussion | p. 31 |
Professional Discourse: How Do Novice Professionals See Themselves? | p. 35 |
Introduction | p. 35 |
What Is Professional Discourse? | p. 35 |
How Do Students Understand Professional Discourses? | p. 37 |
The Professional Entity | p. 38 |
Examining the Professional Entity from the Context of One Profession - Music | p. 39 |
The Effect of Disciplinary Variation | p. 41 |
Professional Discourses and Learning | p. 47 |
Professional Discourse and Knowledge | p. 49 |
Professional Knowledge: What Does Knowledge Mean to Novice Professionals? | p. 51 |
Introduction | p. 51 |
Ideas Regarding Disciplines and Transitions | p. 53 |
Students and Novice Professionals' Conceptions of Knowledge: An Early Study | p. 55 |
The Journeymen Project | p. 57 |
The Influence of Curricular Design and Processes | p. 58 |
Students' Trajectories of Knowledge Formation | p. 60 |
Ritual or Rational Preparation for Work Life? | p. 62 |
The Complexity of Knowledge Formation | p. 63 |
Further Discussion | p. 65 |
Professional Dispositions: How Are Professional Dispositions Developed in Higher Education? | p. 69 |
Introduction | p. 69 |
Investigating Professional Dispositions | p. 72 |
Students' Views of Professional Dispositions | p. 73 |
Students' Views of the Intersections Between Dispositions | p. 77 |
Broadening the Base for Dispositions | p. 78 |
Discussion | p. 81 |
Professional Identity: How Is Professional Identity Developed? | p. 85 |
Introduction | p. 85 |
The Concept of Identity Formation in the Realm of Studies and Work | p. 86 |
The Notion of Engagement | p. 88 |
Influence of Discipline on Identity Formation | p. 90 |
Developing Engagement in Learning and a Sense of Identity with a Profession - Case Studies | p. 92 |
Political Science | p. 92 |
Design | p. 94 |
Mathematical Sciences - George | p. 96 |
Psychology - Erika | p. 98 |
Engagement and Identity Formation as a Function of Students' Learning Experience | p. 100 |
Professional Pedagogies: What Pedagogic Approaches Can Enhance Professional Learning? | p. 103 |
Introduction | p. 103 |
Meta-knowledge | p. 104 |
Authenticity | p. 104 |
The Structure of Professional Curricula | p. 106 |
The Effect of a Diffuse Field on Learning for Professional Formation | p. 107 |
The Effect of a Clear Field on Learning for Professional Formation | p. 110 |
Balancing Autonomy and Interaction - Acknowledging the Diversity of Students | p. 111 |
Students' Ideas About Their Own Learning | p. 114 |
Envisioning a Broad Curriculum | p. 115 |
What's the Use of Higher Education? | p. 119 |
Introduction | p. 119 |
The Nature of Professions | p. 120 |
The Expert Student | p. 122 |
The Novice Professional | p. 123 |
A Scenario for the Future of Higher Education | p. 125 |
Designing Curricula - Professional Contextualisation or Disciplinary Organisation | p. 125 |
Empowering Students in Matters of Influence | p. 127 |
Upgrading the Significance of Reflection | p. 128 |
Interprofessional Learning - A Necessity in a Super-Complex World? | p. 129 |
Learning as a Social Phenomenon | p. 131 |
Towards Professional Formation | p. 134 |
References | p. 139 |
Author Index | p. 149 |
Subject Index | p. 153 |
Table of Contents provided by Ingram. All Rights Reserved. |
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