Multiple Dimensions of Teaching and Learning for Occupational Practice

<p><em>Multiple Dimensions of Teaching and Learning for Occupational Practice</em> offers a collection of international perspectives on work-related education and training at further/Technical and Vocational Education and Training (TVET), higher and professional levels. The book provides a new area of study of occupational education with tripartite dimensions concerning learning, teaching and working.</p><p></p><p>Providing space for further research and implementation possibilities, the book offers comprehensive multidisciplinary and multi-level perspectives, giving extensive coverage of the structure and focus of these types of programmes concerning geographical locations and academic levels, and also drawing on perspectives from national, institutional and individual interactions. Topics of investigations include apprenticeships, education of occupational teachers, training of workers and entrepreneurs, and working of physicians.</p><p></p><p>Multiple Dimensions of Teaching and Learning for Occupational Practice will be vital reading for academics in education, educationalists in the related areas of clinical practices, sports and culture-related industries, researchers, policymakers, government officials and those from socio-development change agencies.</p> <p><b>Chapter 1</b></p><p></p><p>Researching occupational practice</p><p></p><p>SAI LOO </p><p></p><p>Chapter 2</p><p></p><p>‘<i>Ausbildungsberufe</i>’ – a necessary and complex ingredient of the ‘Dual’ apprenticeship frameworks</p><p></p><p>LORENZ LASSNIGG </p><p></p><p>Chapter 3</p><p></p><p>Occupational preparation for manual work: fitter/machinists and concrete operators</p><p></p><p>ERICA SMITH</p><p></p><p>Chapter 4</p><p></p><p>Perspectives of beginning trades tutors on teaching and learning</p><p></p><p>SELENA CHAN</p><p></p><p>Chapter 5</p><p></p><p>A typology of occupational teachers’ capacities across the three academic levels</p><p></p><p>SAI LOO </p><p></p><p>Chapter 6</p><p></p><p>Education and training in human movement programmes: stakeholder perspectives</p><p></p><p>SALLEE CALDWELL AND MELINDA HALL<b> </b></p><p></p><p>Chapter 7</p><p></p><p>Educating work-ready youth workers: designing a university program for Australian and international contexts</p><p></p><p>JENNIFER BROOKER </p><p></p><p>Chapter 8</p><p></p><p>Learning to become an entrepreneur in unfavourable conditions: the case of new-entrants in the context of the Greek debt-crisis</p><p></p><p>KONSTANTINOS KARANASIOS AND THOMAS LANS </p><p></p><p>Chapter 9</p><p></p><p>Professionalism and affective learning for new prison officers: learning values, attitudes and behaviours in training at the Scottish Prison Service</p><p></p><p>KATRINA MORRISON </p><p></p><p>Chapter 10</p><p></p><p>The journey from healthcare assistant to assistant practitioner: working and learning </p><p></p><p>CLAIRE THURGATE </p><p></p><p>Chapter 11</p><p></p><p>Understanding and appraising medical students’ learning through clinical experiences: participatory practices at work</p><p></p><p>STEPHEN BILLETT AND LINDA SWEET</p><p></p><p>Chapter 12</p><p></p><p>Learning decision making in Emergency Medicine</p><p></p><p>DUNCAN THOMAS CARMICHAEL </p><p></p><p>Chapter 13</p><p></p><p>Reflections on the occupational practice</p><p></p><p>SAI LOO</p><p></p><p>Index </p>