Stolen knowledge: student knowing in workplace practice
Stolen knowledge: student knowing in workplace practice
复制标题
被盗知识：学生在工作场所实践中了解的知识
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Faye Q. Miller
中科院分区：
文献类型：
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作者：
S. Burford;L. Cooper;Faye Q. Miller
本文报道的研究介绍了学生在工作场所实践中经历的学习和知道。工作场所学习的理论和最新的组织研究文献中的“实践转折”来推动研究询问，这些文献适应了在工作场所即兴而兴起的学生学习。这项研究通过从有目的的教育角度将学生在工作场所中的学生学习暂时解耦，从而更好地理解学生在实践中获得的无脚本知识，从而做出了贡献。由于对这种替代教学法的认识更加强烈，因此学生的工作经历可以通过学院的更加理解和真实性来吸引。利用扎根的理论方法，要求从实习中返回的学生讨论他们的学习经历，学习方式和方式。分析了新兴类别的数据，并在本文中报道了一个概念框架，名为“工作场所实践中的学生知识”。
The research reported in this article attends to the learning and knowing that students experience in workplace practice. The research enquiry is propelled by the theories of workplace learning and the recent 'practice turn' in the literatures of organisational studies that accommodate student learning that is impromptu and emergent in the workplace. This research makes a contribution by momentarily decoupling student learning in the workplace from purposeful educational perspectives, to better understand the unscripted knowledge that students acquire in practice. With stronger awareness of this alternate pedagogy, student experiences of work can be enfolded by greater understanding and authenticity in the academy. Using a grounded theory approach, students returning from internships were asked to discuss their learning experiences, what and how they learned. The data were analyzed for emerging categories and a conceptual framework titled Student Knowing in Workplace Practice is reported in this article.