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1.
This paper reviews the literature on workplace and transformational learning to explore how spirituality can be accessed to encourage individual growth through the development of critical awareness while providing a sense of direction in the workplace as part of organisational learning. In communities and societies where organisations may have replaced religious institutions as centres for adult learning, the workplace continues to respond to the universal need for community and support. These elements are related to spiritual values. Still, leaders of organisations need to consider values that underlie typical workplace activities and recognise how collective engagement and workplace interactions direct personal development and ground identity. Providing opportunities to reflect on meaning and direction at work supports a transformative approach to learning and leadership that promotes cooperative working conditions, conscious behaviour and informed citizenship through encouraging attitudes of critical awareness, praxis and collective engagement in workplace interaction.  相似文献   

2.
In this paper I am concerned with the challenge workplace learners and educators face, as they engage with global economies, to create ‘a world in common as … known in common’ (Smith 1999). I focus first on why global companies need their geographically dispersed workers to engage with a world ‘in common’, and how they go about constructing such a world. I pay particular attention to the role of written texts in connecting individual local sites with global discourses of knowledge production. Next, I explore the roles that workplace educators play in producing and interpreting the written texts of contemporary workplaces to produce ‘working knowledge’. I develop the argument that a critical dimension of the work of many workplace educators is the standardisation of language practice across institutions on a global scale, mediating local and global discourses to produce and use working knowledge. Finally, I discuss the political implications of the textual work that workplace educators undertake.  相似文献   

3.
The goals of practicum programs frequently require that the practicum experience is an authentic experience of work and workplace learning. The more authentic the experience, the more the situation of the student in the workplace conforms to that of the employee. Most accounts of adult learning assume that their recommendations are applicable to all environments. Few countenance the possibility of malevolent or perverted facilitation, or envisage facilitation occurring under hostile conditions. Yet an examination of the learning environment of the workplace reveals that it is far from ideal and poses unique challenges to the practicum facilitator, especially when that role is assumed by workplace supervisors. The specific interests of student and employee may not be aligned, but the interests of both diverge from those of organisations and owners sufficiently to raise issues for the applicability of adult learning approaches. The argument supports a closer examination of the dynamics of trust building, of the scope of learning that can be facilitated at work, and the use of learning facilitators whose interests are independent of workplace interests when designing practicum programs.  相似文献   

4.
Workplace learning circumscribes processes leading to the development of competencies and skills through daily work. It is of increasing importance for many modern enterprises, which consider themselves as being learning organisations, to make use of the potential of their employees in order to be competitive within global markets. Dealing with mistakes is a particular strategic source of workplace learning for such organisations, because contemporary work often is so complex that mistakes cannot be avoided. A workplace culture of learning from mistakes stands to maximise them as effective learning experiences. Two empirical studies were conducted in order to investigate conditions of learning from mistakes in everyday work in modern enterprises. Study 1 assessed the role of individual mistake orientation using a questionnaire. Through the comparison of 52 managers and 108 working staff members the variability of learning from mistakes was investigated. Study 2 assessed how communities of practice deal with mistakes and what is done to prevent them occurring in future. Semi-structured interviews were conducted with 28 subjects, 14 managers and 14 working staff members. Study 1 revealed a greater appraisal of mistakes as opportunities for learning by managers, but no differences in related strategies and emotions. Study 2 revealed that mistakes are constructively dealt with, and that they are appraised as learning opportunities. Both studies indicate the presence of a culture of learning from mistakes in everyday work. Conclusions are drawn about organisational and personal prerequisites for this kind of workplace learning.  相似文献   

5.
This paper explores possibilities for more democratic approaches to researching learning in and through everyday workplace practices. This links with a concern with who is able to speak in representations of learning at work, what is able to be spoken about and how knowing, learning and experience are inscribed in theories of workplace learning. I propose that Rancière’s notion of ‘the distribution of the sensible’, which draws attention to an aesthetic dimension of experience, knowledge and politics, provides a useful way of exploring learning in and through everyday workplace practices. The approach points to the possibility of knowledge without hierarchies and a shift from a knowledge – ignorance binary. An understanding of experience as aesthetic enables accounts of learning which counter the story of destiny in literature on learning in and through everyday practice. It also points to a very different way of doing academic research. The presupposition of equality is the point of departure in this approach and the purpose of research is the verification of equality (rather than the verification of oppression). The paper makes a significant contribution to literature on learning in and through everyday workplace practices by disrupting a prevailing view that knowledge is necessarily tied to identity.  相似文献   

6.
In adult education there is always a problem of prefabricated and in many respect fixed opinions and views of the world. In this sense, I will argue, that the starting point of radical education should be in the destruction of these walls of belief that people build around themselves in order to feel safe. In this connection I will talk about 'gentle shattering of identities' as a problem and a method of radical education. When we as adult educators are trying to gently shatter these solidified identities and pre-packed ways of being and acting in the world, we are moving in the field of questions that Sigmund Freud tackled with the concepts of 'de-personalization' and 'de-realization'. These concepts raise the question about the possibility of at the same time believing that something is and at the same time having a fundamentally sceptical attitude towards this given. In my article I will ask, can we integrate the idea of learning in general with the idea of strangeness to oneself as a legitimate and sensible experiential point of departure for radical learning?  相似文献   

7.
In this article I consider what teacher educators might learn about our own teaching practice from Nuthall's work on learning in elementary school classrooms. Using key ideas from Nuthall's theory of student learning applied to data from two prior studies of my own teacher education practice, I illustrate how his work might provide a productive way for teacher educators to analyze and critique the tasks they use to promote the learning of prospective teachers.  相似文献   

8.
In adult education there is always a problem of prefabricated and in many respect fixed opinions and views of the world. In this sense, I will argue, that the starting point of radical education should be in the destruction of these walls of belief that people build around themselves in order to feel safe. In this connection I will talk about ‘gentle shattering of identities’ as a problem and a method of radical education. When we as adult educators are trying to gently shatter these solidified identities and pre‐packed ways of being and acting in the world, we are moving in the field of questions that Sigmund Freud tackled with the concepts of ‘de‐personalization’ and ‘de‐realization’. These concepts raise the question about the possibility of at the same time believing that something is and at the same time having a fundamentally sceptical attitude towards this given. In my article I will ask, can we integrate the idea of learning in general with the idea of strangeness to oneself as a legitimate and sensible experiential point of departure for radical learning?  相似文献   

9.
Experiential learning is part of the canon of the theory and practice of adult learning. However, most of the writing on this subject tends to be normative, i.e. arguing whether or not experiential learning is a ‘good’ thing, or mechanical, i.e. how it occurs and how it can be facilitated. Less has been said about why or how this ‘progressive’ educational idea has become important in educational/training discourse in a period of ‘new right’ government. Drawing on the debates surrounding the notion of postmodernism and, more specifically, the sociology of postmodernism, I suggest that experiential learning offers a space in which the conflicting assumptions and values of the ‘new right’ and ‘new middle class’ (the burgeoning cultural producers and intermediaries) compete for ascendancy, as part of the construction of a ‘common sense’. In general, support from the government for practices that recognize and develop experiential learning have been met with positively by adult educators/trainers, as giving recognition and status to our work. It is suggested that the support for these measures has more to do with the government's desire to restore (self‐)discipline within the social formation. It is argued that experiential learning is integral to postmodernism and, therefore, as adult educators/trainers, in order to understand our own practices better, we need to understand and engage in debates about postmodernism.  相似文献   

10.
Reforms currently taking place in organisations and their implications for education, training and learning in these organisations requires new and different ways of understanding. The recent focus on workplace learning and notions of "the learning organisation" raise challenges to understanding their significance as "technologies of training" applied within organisations. In social services organisations struggling with decades of reforms pushing them to be more "competitive and business-like", these reforms are even more complex. This paper, based on a study of child protection agencies in the state of New South Wales, Australia, indicates the ways in which the notion of the "learning organisation" is used to "govern" child protection services and workers. Rather than being a technique for encouraging team-work and increased participation by workers as part of post-Fordist forms of work organisation, as described by many commentators, this research indicates the ways in which it has been adopted as a technique in making neoliberal reforms practicable in organisations. It opens new questions in how we understand new "technologies of training", the way they are made practicable in work organisations and the changes demanded in the identity and character of the worker.  相似文献   

11.
This study explores skill transfer in graduates as they transition from university to the workplace. Graduate employability continues to dominate higher education agendas yet the transfer of acquired skills is often assumed. The study is prompted by documented concern with graduate performance in certain employability skills, and prevalent skill gaps across developed economies. Using confirmatory factor analysis (CFA) and structural equation modelling (SEM), it models skill transfer in 674 business graduates from 39 different Australian universities. Findings support extant literature with the three areas of learner, learning programme and workplace characteristics influencing transfer. The model highlights the need for a more process-oriented, rather than outcomes-focused, approach to the acquisition and transfer of skills in graduates and the shared responsibility of transfer among stakeholder groups. There is a lack of variation among different graduate groups which suggests a generic model of skill transfer and intervention strategies for educators and employers may be implemented as bestpractice. Ultimately, graduate employers will enhance their investment return on new recruits; educators are more likely to achieve goals of work readiness; and individuals will benefit from career progression and intangible rewards associated with improved performance.  相似文献   

12.
Supervisors are often urged by the workplace learning literature to take active roles as facilitators of the learning of their staff. The role that is envisaged is similar to the facilitative role developed in the humanistic traditions of adult education, in which facilitation is supportive but also proactive, challenging and interventionist. However, an exploration of the experiences and concerns of workplace learners raises issues of identity and trust that suggest that such a facilitative supervisory role may not be realistic. This is not to say that supervisors can have no impact on workplace learning; rather, their role is more indirect than direct, and that it is exercised through quite traditional supervisory activities. Issues of identity and trust development for workplace learners will be examined in this paper, and the implications for supervisory action in relation to learning explored. The paper draws on doctoral research with workers new to administrative positions in the public sector.  相似文献   

13.
Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper explores how professionals in the finance sector (n-30) self-regulate their learning through day-to-day work. Analysis focuses on three sub-processes of self-regulated learning that have been identified as significant predictors of good self-regulated learning at work. A key characteristic of good self-regulation is viewing learning as a form of long-term, personalised self-improvement. This studyprovides a foundation for future policy and planning in organisations aiming to encourage self-regulated learning.  相似文献   

14.
In this article I problematize the reasons for and methods through which I incorporated an opportunity for experiential learning, via a Community Inquiry Project, into my own teaching. I take the stance of a teacher-researcher to closely analyze the specific documents and tasks used to introduce pre-service teachers to the project. I draw on sociocultural approaches to teacher development and literature on experiential education in teacher education to provide a background for the project and the self-study and offer critical whiteness studies as an appropriate lens through which to analyze the various elements of the project. Findings from this study suggest that the project limited the pre-service teachers’ characterizations of community, understandings of sociocultural approaches to learning, relationships to the community, and perceptions of the role of community in teaching. I draw on these findings to suggest that teacher educators share their reflective practices with their students and learn about the diverse experiences of the pre-service teachers themselves to better prepare them to inquire into and draw on knowledge of communities as they work with diverse populations of students.  相似文献   

15.
This account draws upon learning from an incident in an action learning set where an individual challenged a mandatory organisational requirement. As a facilitator I reflect upon my initial defensive reaction to this challenge. The use of critical action learning to inform ourselves as facilitators of the underlying tensions between set members and the organisations within which we work is explored. The importance of recognising and working with emotions objectively in action learning sets in order to maximise opportunities to learn about ourselves as individuals and the organisations we work in is emphasised.  相似文献   

16.
Globally, the world of adult education has been much transformed in recent years. While there has been an expansion in the provision made available to adults, the profile of that provision has shifted with a greater emphasis placed on work‐related and certificated education and training, and an increased diversity in learning settings. This has led to a sense of crisis over the meaning of adult education as a specific form of provision and what it means to be an adult educator.

This article examines the ways in which these changes have found expression in the narratives through which adult educators construct their practices and experiences as meaningful. We argue that there is an interaction between the impact of contestation and change in the field of adult education and learning, its narrative or story‐telling practices and the processes by which the identities of adult educators are formed. We examine the significance of this interaction by drawing on three inter‐related themes‐‐the so‐called turn to textuality, the changes taking place in the economy and the organisation of work including the work of adult educators, and contemporary debates over (post) modern identities. In this way, we demonstrate the significance of new theoretical perspectives in providing insights into the contemporary condition of adult educators.  相似文献   

17.
This article focuses on the complex negotiations of critical workplace educators positioned amongst contradictory agendas and discourses in the workplace. While philosophically aligned with critical pedagogical agendas of transformation and collective action for workplace change, these educators perform an array of pedagogic articulations in everyday practice to secure their continued presence in the workplace. What becomes evident in these seemingly opposing articulations are various strategic political positionings of educators alongside their juggling of demands, attachments and inter‐identifications with both learners and managers. The pedagogy that emerges challenges conventional binaries of ‘transformative’ and ‘reproductive’ learning. Dynamics of transformation and liberation as well as reproduction and subjugation appear to be interlinked, along with expanding nets of social relations that blur power hierarchies and spatial boundaries, in a pedagogy that ultimately appears to mobilise hope and agency among workers. The workplace educator works a delicate balance of these dynamics to survive. The argument is based on a case study of a garment factory in Canada in which an adult education programme managed to thrive for 17 years: both workers and educators were interviewed in depth.  相似文献   

18.
Abstract

Research findings on graduate employment in the UK continue to highlight the importance that employers attach to the general knowledge, attitudes and social skills that graduates possess in addition to specific disciplinary knowledge and expertise. Additionally, work based learning is increasingly being viewed as an important vehicle by which undergraduates can develop personal and social skills, as well as gaining knowledge of how organisations work. In this paper I will argue that although developments in undergraduate work based learning do raise a number of issues for higher education institutions and for employers, such developments have much to offer the broader education policy of lifelong learning.  相似文献   

19.
Teacher educators are expected to help their student teachers learn how to teach. How teacher educators do this depends on their beliefs, particularly on how they think about teacher learning. Earlier in my work as a teacher educator I thought of teacher learning as a psychological process or phenomenon and this view guided my work with my student teachers. Subsequently, I have been drawn to pragmatist and sociocultural views that portray human thinking and acting as intimately linked to the physical, social and cultural environment. Adopting such views helped me to see teacher learning in a new light, less as a mental issue and more as a social and cultural issue. Here I reconstruct my transformation of coming to see learning to teach as situated.  相似文献   

20.
Problematic emotional dynamics in progressive adult learning environments, particularly those between teachers and students, have been the subject of some discussion in adult education literature. In this paper, I eschew psychological explanations in favour of one which locates the genesis of many of the problems we experience as adult educators in the contradictions inherent in radical humanist and feminist educational philosophy. I offer an initial analysis, based on a feminist critique of the dualistic construction of traditional Western philosophy, and propose a starting point for problem‐solving and further thought on the issues raised. The paper points to an urgent need to rethink radical humanist and feminist teaching practice and philosophy in light of these problematic experiences.  相似文献   

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