1,640
Views
0
CrossRef citations to date
0
Altmetric
Original Article

Learning and personal epistemologies among students in three work placement settings

ORCID Icon, , , , , & ORCID Icon show all

References

  • Baillie, C., Bowden, J. A., & Meyer, J. H. F. (2013). Threshold capabilities: Threshold concepts and knowledge capability linked through variation theory. Higher Education, 65(2), 227–246.
  • Barbour, R., & Kitzinger, J. (1999). Developing focus group research. London: SAGE Publications Ltd. doi:https://doi.org/10.4135/9781849208857
  • Barton, G., & Billett, S. (2017). Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education. In Professional learning in the work place for international students (pp. 111–126). Cham: Springer. doi:https://doi.org/10.1007/978-3-319-60058-1_7
  • Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Sydney: Allen & Unwin.
  • Billett, S. (2003). Sociogeneses, activity and ontogeny. Culture & Psychology, 9(2), 133–169.
  • Billett, S. (2004). Learning through work: Workplace participatory practices. In H. Rainbird, A. Fuller, & A. Munro (Eds.), Workplace learning in context (pp. 109–125). London: Routledge. doi:https://doi.org/10.4324/9780203571644
  • Billett, S. (2009a). Personal epistemologies, work and learning. Educational Research Review, 4(3), 210–219.
  • Billett, S. (2009b). Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education, 34(7), 827–843.
  • Billett, S. (2014). Integrating learning experiences across tertiary education and practice settings: A socio-personal account. Educational Research Review, 12, 1–13.
  • Billett, S. (Ed.). (2015). Integrating practice-based experiences into higher education. In Integrating practice-based experiences into higher education (pp. 1–26). Dodrecht: Springer Science+Business Media.
  • Billett, S. (2017). Developing Domains of Occupational Competence: Workplaces and Learner Agency. In M. Mulder (Ed.), Competence-based Vocational and Professional Education (pp. 47–66). Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-319-41713-4_2
  • Brinkmann, S. (2007). Could interviews be epistemic? An alternative to qualitative opinion polling. Qualitative Inquiry, 13(8), 1116–1138.
  • Brøske, B. Å., & Saetre, J. H. (2017). Becoming a musician in practice: A case study. Music & Practice, 3, 1–21.
  • Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40–57.
  • Brown, J. S., & Duguid, P. (2001). Knowledge and organization: A social-practice perspective. Organization Science, 12(2), 198–213.
  • Costley, C. (2011). Workplace learning and higher education. In M. Malloch, L. Cairns, K. Evans, & B. N. O’Connor (Eds.), The SAGE handbook of workplace learning (pp. 395–406). London, UK: SAGE Publications Ltd. doi:https://doi.org/10.4135/9781446200940.n29
  • Crebert, G., Bates, M., Bell, B., Patrick, C. J., & Cragnolini, V. (2004). Developing generic skills at university, during work placement and in employment: Graduates’ perceptions. Higher Education Research and Development, 23(2), 147–165.
  • Duguid, P. (2005). “The art of knowing”: Social and tacit dimensions of knowledge and the limits of the community of practice. The Information Society, 21(2), 109–118.
  • Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113–136.
  • Eraut, M. (2004). Transfer of knowledge between education and workplace settings. Workplace Learning in Context, (2004), 201–221. doi:https://doi.org/10.4324/9780203571644
  • Gascoigne, N., & Thornton, T. (2014). Tacit knowledge. London: Routledge. doi:https://doi.org/10.1111/1746-8361.12123
  • Gherardi, S. (2009a). Community of practice or practices of a community? In S. J. Armstrong & C. V. Fukami (Eds.), The SAGE handbook of management learning, education, and development (pp. 514–530). Los Angeles: SAGE Publications Ltd. doi:https://doi.org/10.4135/9780857021038.n27
  • Gherardi, S. (2009b). Introduction: The critical power of the ‘practice lens’. Management Learning, 40(2), 115–128.
  • Gherardi, S. (2016). To start practice theorizing anew: The contribution of the concepts of agencement and formativeness. Organization, 23(5), 680–698.
  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.
  • Helyer, R. (2011). Aligning higher education with the world of work. Higher Education, Skills and Work-Based Learning, 1(2), 95–105.
  • Hodges, D. C. (1998). Participation as dis-identification with/in a community of practice. Mind, Culture, and Activity, 5(4), 272–290.
  • Hodkinson, P., Biesta, G., & James, D. (2008). Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning, 1(1), 27–47.
  • Hodkinson, P., & Hodkinson, H. (2004). The significance of individuals’ dispositions in workplace learning: A case study of two teachers. Journal of Education and Work, 17(2), 167–182.
  • Hole, T. N., Velle, G., Riese, H., Raaheim, A., & Simonelli, A. L. L. (2018). Biology students at work: Using blogs to investigate personal epistemologies. Cogent Education, 5(1), 1–16.
  • Kennedy, M., Billett, S., Gherardi, S., Grealish, L., Harteis, C., & Gruber, H. (2015). Practice-based learning in higher education: Jostling cultures. Dordrecht: Springer. doi:https://doi.org/10.1007/978-94-017-9502-9
  • Korthagen, F. A. J. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407–423.
  • Lave, J. (1996). The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding practice - perspectives on activity and context (pp. 3–32). Cambridge, NY: Cambridge University Press.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, NY: Cambridge University Press.
  • Magolda, M. B., Abes, E., & Torres, V. (2008). Epistemological, intrapersonal, and interpersonal development in the college years and young adulthood. In M. C. Smith & N. DeFrates-Densch (Eds.), Handbook of research on adult learning and development (pp. 184–219). Abingdon: Routledge. doi:https://doi.org/10.4324/9780203887882.ch7
  • OECD. (2017). Education at a Glance 2017. Author. doi:https://doi.org/10.1787/eag-2017-en
  • Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1–21.
  • Parker, L. E., & Morris, S. R. (2016). A survey of practical experiences & co-curricular activities to support undergraduate biology education. The American Biology Teacher, 78(9), 719–724.
  • Polanyi, M. (1962). Personal knowledge. Chicago: The University of Chicago Press.
  • Prawat, R. S. (1989). Promoting access to knowledge, strategy, and disposition in students: A research synthesis. Review of Educational Research, 59(1), 1.
  • Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Río, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–164). Los Angeles: Cambridge University Press.
  • Ryle, G. (2009). The concept of mind. London: Routledge.
  • Strati, A. (2003). Knowing in practice: Aesthetic understanding and tacit knowledge. In D. Nicolini, S. Gherardi, & D. Yanow (Eds.), Knowing in organizations. A practice-based approach (pp. 53–75). Armonk: M.E. Sharpe.
  • Trede, F., & McEwen, C. (2015). Early workplace learning experiences: What are the pedagogical possibilities beyond retention and employability? Higher Education, 69(1), 19–32.
  • Ulvik, M., Helleve, I., & Smith, K. (2018). What and how student teachers learn during their practicum as a foundation for further professional development. Professional Development in Education, 44(5), 638–649.
  • Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
  • Wilkinson, S. (2016). Analysing focus group data. In D. Silverman (Ed.), Qualitative research (4th ed., pp. 83–98). London: Sage.