Emerging Perspectives on Workplace Learning
Emerging Perspectives on Workplace Learning
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工作场所学习的新观点
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
S. Billett
中科院分区：
文献类型：
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作者：
S. Billett
本介绍性章节讨论了关于通过工作进行学习的考虑因素的发展，以及目前通过国际研究出现的工作场所学习的观点。这里的一个主要目的是描绘关于在工作中学习的思考的最新发展。当人们还考虑到个人在寻求确保其工作生活和社交世界中的连续性和发展时，他们作为学习者的需要，这样的视角有助于了解我们如何最好地组织、塑造和评估通过工作和为工作而学习的特征和过程。当这种学习同时被概念化为社会再生产和转型以及个人发展和变化的过程时，这种担忧就变得更加重要。这一章提供了一座桥梁，在我们理解工作中学习的现有贡献和后续章节提供的贡献之间架起了桥梁。在这样做的过程中，它试图通过理论和经验工作，通过侧重于个人和社会世界在通过工作学习和工作的过程中相互依存的关系，来确定现有观点的优点和局限性。因此，它还预示了分析范畴：(I)学习自我和代理；以及(Ii)学习工作任务，这塑造了书的结构。这一章首先概述了在工作中学习的新兴趣的范围，以及在工作中学习的一些目的和概念。接下来，讨论塑造和重塑职场学习考虑的程序性和概念性发展。本章最后提供了一些关于工作场所学习的参数，作为工作场所向学习者提供的机会和支持之间的二元性，以及个人在通过经验学习时如何参与这些负担。
This introductory chapter discusses the development of considerations about learning through work and perspectives of workplace learning that are currently emerging through research internationally. A key purpose here is to map recent developments in thinking about learning through and for work. When one also considers individuals’ needs to be learners as workers as they seek to secure continuity and development within their working life and social world, such perspectives help to inform how we might best organise, shape and appraise the character and processes of learning through and for work. This concern is never more important than when such learning is conceptualised simultaneously as processes of both social reproduction and transformation and of individual development and change. The chapter provides a bridge between existing contributions to our understanding about learning through work and the contributions offered in the following chapters. In doing so, it seeks to identify the strengths and the limitations of existing perspectives through theoretical and empirical work by focussing on the interdependent relations between the individual and social world in the processes of learning through and for work. Thus, it also foreshadows the analytic categories: (i) learning about self and agency; and (ii) learning about work tasks, that shape the structure of the book. In advancing these two bases as being particularly salient for elaborating understandings about learning for working life, the chapter first outlines the scope of the emerging interest in learning through work, as well as some of the purposes for and conceptions of learning through work. Next, procedural and conceptual developments that shape and reshape considerations of workplace learning are discussed. The chapter concludes by offering some parameters for workplace learning as a duality between what the workplace affords learners in terms of opportunities and support, and how individuals engage with these affordances as they learn through their experiences.