Recognising Prior Learning: Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective
Recognising Prior Learning: Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective
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认识先前的学习：从建构主义的角度理解经验、学习和认识之间的关系
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Per Andersson
中科院分区：
文献类型：
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作者：
A. Fejes;Per Andersson
本文从经验建构主义的视角，在先验学习认知的背景下探讨了经验与学习的关系。这项研究基于一个基于RPL的老年人护理部门在职培训案例。数据包括对这一过程中的行为者的访谈，这些访谈已用定性解释方法进行了分析。研究结果表明，无论是在个人层面还是在集体层面，先验学习在训练过程中都发挥着核心作用。参与者的先验学习被作为起点，特别是在学习对话中，先验学习是可见的和使用的，参与者相互学习。此外，新的学习是作为认识过程的结果而发生的，研究特别强调了在反思和讨论的过程中，先前的经验如何成为新学习的基础。
This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which have been analysed with a qualitative interpretative approach. The results show how prior learning plays a central role in the training process, both on an individual and a collective level. The participants’ prior learning is taken as the starting point, particularly in learning conversations where prior learning is made visible and used, and where participants learn from each other. Further, new learning is taking place as a consequence of the recognition process, and the study particularly highlights how prior experiences could be the basis of new learning in a process of reflection and discussion.