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001 978-981-15-2129-4
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008 200224s2020 si | s |||| 0|eng d
020 _a9789811521294
024 7 _a10.1007/978-981-15-2129-4
_2doi
040 _cМУБИС
050 4 _aLC1051-1072
050 4 _aLC1041-1048
072 7 _aJNRV
_2bicssc
072 7 _aEDU031000
_2bisacsh
072 7 _aJNRV
_2thema
082 0 4 _a370.113
_223
100 1 _aChan, Selena.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aIdentity, Pedagogy and Technology-enhanced Learning
_h[electronic resource] :
_bSupporting the Processes of Becoming a Tradesperson /
_cby Selena Chan.
250 _a1st ed. 2020.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2020.
300 _aXXVII, 201 p. 14 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aProfessional and Practice-based Learning,
_x2210-5549 ;
_v27
505 0 _a1 On belonging, becoming and being -- 2 Learning a trade -- 3 Contributions from the socio-cultural and socio-material -- 4 Enhancing learning through improving opportunities and strategies for feedback -- 5 Contribution of technology-enhanced learning: Improving accessibility to and effectiveness of feedback -- 6 Teaching a trade -- 7 Improving the learning trades work through scholarship and research -- 8 Using video to study how learning a trade can be better supported -- 9 The future of trades learning -- 10 Where to next with supporting the learning of trades work?.
520 _aThis book gathers work from over a decade of study, and seeks to better understand and support how learners become tradespeople. The research programme applies recent concepts from neuroscience, educational psychology and technology-enhanced learning to explain and help overcome the challenges of learning in trades-learning contexts. Due to the complex and multifarious nature of the work characterising trade occupations, learning how to become a tradesperson requires a significant commitment in terms of time, along with physical and cognitive effort. All modalities (visual, aural, haptic etc.) and literacies (text, numerical, spatial etc.) are required when undertaking trade work. Manual dexterity and strength, coupled with the technical and tacit knowledge required for complex problem solving, not to mention suitable dispositional approaches, must all be learnt and focused on becoming a tradesperson. However, there is a substantial gap in the literature on 'how people learn a trade' and 'how to teach a trade'. In this book, contemporary teaching and learning approaches and strategies, as derived through practice-based participatory research, are used to highlight and discuss pragmatic solutions to facilitate the learning and teaching of trade skills, knowledge and dispositions. The approaches and strategies discussed include the implementation of technology-enhanced learning; project-based inquiry/problem-based learning; and recommendations to ensure learners are prepared for the future of work.
650 0 _aProfessional education.
650 0 _aVocational education.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aEducational technology.
650 1 4 _aProfessional & Vocational Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O35000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811521287
776 0 8 _iPrinted edition:
_z9789811521300
776 0 8 _iPrinted edition:
_z9789811521317
830 0 _aProfessional and Practice-based Learning,
_x2210-5549 ;
_v27
856 4 0 _uhttps://doi.org/10.1007/978-981-15-2129-4
942 _2ddc
_cEBOOK
999 _c102429
_d102429