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Selena Chan 《Vocations and Learning》2014,7(3):313-330
The term craftsmanship is associated with pre-industrial craft work with inferences to skilled artisanal manufacture of bespoke products. Apprenticeship learning is often perceived to be synonymous with learning craftsmanship. How then is the trait of craftsmanship through attainment of specific artisanal approaches conveyed and learnt through apprenticeship? This article presents and discusses processes imposed on and utilised by apprentices to attain precepts of artisanal approaches. The dispositional and skill elements of craftsmanship are proposed to be adopted through engagement with and development of craft and workplace specific approaches to contend with aspects of Pye’s (1968) conceptualisation of ‘workmanship of risk’ or the article’s proposed term of ‘artisanal approach of risk’. 相似文献
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The transition to work through apprenticeship is one taken by many young people. A sense of belonging to a workplace is posited to be an important precursor for initial and on-going engagement with practice communities. This article details a study of beginning apprentices in ten trades. The project sought to identify factors influencing apprentices’ decisions to enter and commit to apprenticeship. Through comparisons of the experiences of continuing and disengaged first-year apprentices, processes of belonging to a workplace were found to be important contributors to apprenticeship continuation. Factors contributing to apprentices’ perceptions of belongingness are identified, examined and discussed. 相似文献
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The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at increased risk for psychoeducational evaluation. The structural validity of the Wechsler Intelligence Scale for Children – Fourth Edition (WISC‐IV) was investigated with a sample of 176, six‐to‐sixteen‐year‐old Native American children referred for a psychoeducational evaluation. Confirmatory factor analysis procedures replicated the normative first‐order factor structure and a higher‐order general ability factor that accounted for the greatest amount of common (69%) and total (33%) variance. These results support the structural validity of the WISC‐IV with a referred Native American sample and suggest that interpretation of the WISC‐IV scores should not neglect the strong general ability factor. 相似文献
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Selena Chan 《Asia-Pacific Journal of Teacher Education》2012,40(4):409-421
This article reports on a study of the perspectives of new tutors teaching traditional vocational trades who recently commenced teaching in the Institutes of Technologies and Polytechnics (ITPs) sector in New Zealand. The perspectives are collated from questionnaires and interviews of 13 tutors, from five ITPs, who have been teaching full-time for two years. In this article, a focus is made on the transformation process from expert trade worker to effective trades tutor, along with suggestions to assist the ‘boundary crossing’ process between two diverse vocational identities. Suggestions include aligning trades tutors' existing workplace training-based conceptualisations of teaching and learning to extend trades tutors' teaching craft knowledge, skills, and dispositions. 相似文献
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Selena Chan 《Vocations and Learning》2013,6(3):367-383
The transition from school to work, in the form of a trade-based apprenticeship, is one with a long history. Recent socio-historical changes include increased use of technology, the changing nature of work and shifting patters in the employment market are influencing both the apprenticeship journey and its destination. In this article, the contemporary apprenticeship experience is described and explored using the metaphoric phases consisting of belonging to a workplace, becoming a baker and eventually being a baker. These phases are derived from a longitudinal case study of 13 baking apprentices as they entered bakery work mainly by happenstance and began to belong to the workplace; became bakers through various processes of skill acquisition, knowledge consolidation, dispositional transformation and occupational identity formation; and continued to be bakers, with many attaining a strong sense of vocation and identification with bakers’ occupation. An updated understanding of apprenticeship may inform the development of entry pathways into apprenticeship; improve workplace learning opportunities; and widen the means for recognition and certification of skill/knowledge attainment and dispositional transformation. 相似文献
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While digital technology is an integral feature of contemporary education, schools are often presumed to constrain and compromise students’ uses of technology. This paper investigates students’ experiences of school as a context for digital technology use. Drawing upon survey data from three Australian secondary schools (n = 1174), this paper considers the various ways in which students use digital devices and applications “in school” and “for school”. After highlighting trends and differences across a range of digital devices and practices, the paper explores the ways in which students perceive school as a limiting and/or enabling setting for technology use. The findings point to a number of ways that schools act to extend as well as curtail student engagement with technology. This paper concludes by considering the possible ways that schools might work to further support and/or enhance students’ technology experiences. 相似文献
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We approach Hong Kong's Umbrella Movement, also known as Occupy Central, encountered in 2 days in November 2014 as an exemplar of literacy as placemaking. As a contemporary city‐based resistance movement, the creation and subsequent resemiotisation of literacy artefacts were an important element of spatialised practice in asserting a new and dynamic sense of citizenship. In their collaborative design, shared commitment to certain values and expressions of political resistance, these occupation sites may be read as an instantiation of Goodsell's concept of public space. The initial research site of engagement gave rise to a dataset of photographs that the authors examined together as discourses in place, informed by cultural knowledge of Hong Kong. Selecting two photographs, we broaden out beyond the linguistic features of texts to consider processes of creative semiotic remediation. We suggest that in such placemaking activities, the Umbrella Movement activists embodied Giroux's concept of literacy as emancipatory practice. Finally, we make suggestions as to how this study might be connected to a critical pedagogy of place. 相似文献
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Selena Dehne 《海外英语》2009,(2)
Most people,no matter what job they seek or how long they've been part of the working world,make the same mistake when it comes to the résuméwriting process.They forget-or simply don't know how-to develop their résumé the employer'Spoint of view. 相似文献