The Curriculum and Pedagogic Properties of Practice-based Experiences: The Case of Midwifery Students

Vocations and Learning

Volumn 6, Issue 2, 2013, Pages 237-257

  Billett, Stephen ^a   Sweet, Linda ^b   Glover, Pauline ^b  

^a GRIFFITH UNIVERSITY   (Australia)

^b FLINDERS UNIVERSITY   (Australia)

Author keywords

Curriculum practices; Midwifery: healthcare; Occupational preparation; Pedagogic practices; Practice based learning; Sequencing of learning, Experiences

Indexed keywords

EID: 84878845890     PISSN: 1874785X     EISSN: 18747868     Source Type: Journal    
DOI: 10.1007/s12186-012-9094-9     Document Type: Article

References (39)

1. Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369-406.
2. Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), 35-44.
3. Barsalou, L. W. (2003). Situated simulation in the human conceptual system. Language and cognitive processes, 18(5/6), 513-562.
4. Barsalou, L. W. (2008). Grounded Cognition. Annual Review of Psychology, 59, 617-645.
5. Barsalou, L. W. (2009). Simulation, situated conceptualisation, and prediction. Philosophical Transcactions of the Royal Society B, 364, 1281-1289.
6. Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Sydney: Allen and Unwin.
7. Billett, S., Smith, R., & Barker, M. (2005). Understanding work, learning and the remaking of cultural practices. Studies in Continuing Education, 27(3), 219-237.
8. Billett, S. (2009a). Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education, 34(7), 827-843.
9. Billett, S. (2009b). Personal epistemologies, work and learning. Educational Research Review, 4, 210-219.
10. Billett, S. (2011). Curriculum and pedagogic bases for effectively integrating practice-based experiences. Sydney: Australian Learning and Teaching Council.
11. Cooke, M., Irby, D., & O'Brien, B. C. (2010). Educating Physicians: A call for reform of medical school and residency. Washington: The Carnegie Foundation for the Advancement of Teaching.
12. Department of Education Science and Training. (2002). Employability Skills for the Future.
13. Department of Innovation Universities and Skills. (2008). Higher Education at Work: High Skills: High Value.
14. Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113-136.
15. Ericsson, K. A. (2006). The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance. In K. A. Ericsson, N. Charness, P. J. Feltowich, & R. R. Hoffmann (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 685-705). Cambridge: Cambridge University Press.
16. Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford: Stanford University Press.
17. Glaser, R. (1989). Expertise and learning: How do we think about instructional processes now that we have discovered knowledge structures? In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 289-317). Hillsdale: Erlbaum & Associates.
18. Hansen, D. T. (1994). Teaching and the sense of vocation. Educational Theory, 44(3), 259-275.
19. Henderson, A., & Alexander, H. (2011). Maximising the integration of medical and nursing students in clinical learning environments: An Australian perspective. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating expereinces in university and practice settings (pp. 131-148). Dordrecht: Springer.
20. Jordan, B. (2011). The Double Helix of Learning: Knowledge transfer in traditional and techno-centric communities. Unpublished manuscript.
21. Klein, G. (1998). Sources of power. How people make decisions. Cambridge: MIT Press.
22. Lave, J. (1990). The culture of acquisition and the practice of understanding. In J. W. Stigler, R. A. Shweder, & G. Herdt (Eds.), Cultural psychology (pp. 259-286). Cambridge: Cambridge University Press.
23. Mezirow, J. (1985). A critical theory of self-directed learning. In S. Brookfield (Ed.), Self-Directed Learning: From theory to practice (pp. 17-30). San Francisco: Jossey Bass.
24. Molloy, L., & Keating, J. (2011). Targeted preparation for clinical practice. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating experiences in university and practice settings (pp. 59-82). Dordrecht: Springer.
25. Newton, J., Billett, S., Jolly, B., & Ockerby, C. (2011). Preparing nurses and engaging preceptors. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating experiences in university and practice settings (pp. 43-58). Dordrecht: Springer.
26. O'Keefe, M., McAllister, S., & Stupans, I. (2011). Health service organisation, clinical team composition and student learning. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating experiences in university and practice settings (pp. 187-200). Dordreht: Springer.
27. Pelissier, C. (1991). The anthropology of teaching and learning. Annual Review of Anthropology, 20, 75-95.
28. Perkins, D., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21.
29. Piaget, J. (1968). Six psychological studies. New York: Vintage.
30. Reber, A. S. (1993). Implicit learning and tacit knowledge. An essay on the cognitive unconscious. Oxford: Oxford University Press.
31. Rogoff, B. (1990). Apprenticeship in thinking - cognitive development in social context. New York: Oxford University Press.
32. Ryle, G. (1949). The concept of mind. London: Hutchinson University Library.
33. Sinclair, S. (1997). Making doctors: An institutional apprenticeship. Oxford: Berg.
34. Sun, R., Merrill, E., & Peterson, T. (2001). From implicit skills to explicit knowledge: a bottom-up model of skill development. Cognitive Science, 25, 203-244.
35. Sweet, L., & Glover, P. (2011). Optimising the follow through for midwifery learning. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating expereinces in univeristy and practice settings (pp. 83-100). Dordrecht: Springer.
36. Tomasello, M. (2004). Learning through others. Daedalus, 133(1), 51-58.
37. Universities Australia. (2008). A National Internship Scheme: Enhancing the skills and work-readiness of Australian university graduates Canberra: Universities Australia.
38. van Lehn, V. (1989). Towards a theory of impasse-driven learning. In H. Mandl & A. Lesgold (Eds.), Learning issues for intelligent tutoring systems (pp. 19-41). New York: Springer-Verlag.
39. von Glasersfeld, E. (1987). Learning as a constructive activity. In C. Janvier (Ed.), Problems of representation in the teaching and learning of mathematics (pp. 3-17). Hillsdale: Lawrence Erlbaum.