Students entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselves for a future that can be volatile, changeable and challenging. This book shows how students navigate their way through learning and become effective students; it details how to shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. It is in this sense that the book explores how people move from being expert students to novice professionals. This book presents a model of professional learning fashioned out of a decade of research undertaken in countries half a world away from each other—Sweden and Australia. It uses empirical research gathered from students and teachers to show how students negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. It reveals that as students move from seeing themselves as learners, they take on more of a novice professional identity which in turn provides a stronger motivation for their formal studies.
Students entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselves for a future that can be volatile, changeable and challenging. This book shows how students navigate their way through learning and become effective students; it details how to shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. It is in this sense that the book explores how people move from being expert students to novice professionals. This book presents a model of professional learning fashioned out of a decade of research undertaken in countries half a world away from each other—Sweden and Australia. It uses empirical research gathered from students and teachers to show how students negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. It reveals that as students move from seeing themselves as learners, they take on more of a novice professional identity which in turn provides a stronger motivation for their formal studies.
The authors make an attempt at defining the concept of outdoor education, and wish with this publication to initiate a forum for discussion. First, an outline is given of outdoor education's educational, historic and pedagogic roots in advocating the "knowledge of the hand" and an older pragmatic tradition of ideas. The purpose has been to make use of the possibilities of outdoor education in educational institutions. Particular stress is put on outdoor education's importance as a motivating factor for life-long learning, health and quality of life in an ecologically sustainable society. The methods of outdoor education are based on making concrete firsthand observations possible in the outdoor classroom. Since outdoor education is thematic and crosses levels and subjects, its upholders have varied educational backgrounds. This also applies to outdoor education as a field of research and education. The authors also attempt to illustrate the distinctive character and the forgotten possibilities of the outdoor classroom. The message is to create context and understanding in meaningful situations together with a fellow-discoverer tutor by bringing to life concepts such as practical wisdom, learning by doing and knowledge in action.
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