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EJ912851 - Work-Based Learning: Valuing Practice as an Educational Event

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ERIC #:	EJ912851
Title:	Work-Based Learning: Valuing Practice as an Educational Event
Authors:	Raelin, Joseph A.
Descriptors:	Experiential Learning; Work Experience; Reflection; Learning Processes
Source:	New Directions for Teaching and Learning, n124 p39-46 Win 2010
More Info: Help Peer Reviewed:	Yes
Publisher:	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Date:	2010-00-00
Pages:	8
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	The dominant method of providing formal knowledge to students in education in North America is through classroom training. The focus of this effort is on the delivery of a broad range of conceptual knowledge and skills in various liberal and professional fields of endeavor. Besides classroom instruction, the other predominant mode is through experience, whether through formal or informal assignments or placements. Through experience, students are able to obtain a truer forecast of the real world than when confined to a classroom. Unfortunately, classroom and real-world development experiences are typically provided independently, as if there were no need to merge theory with practice. Work-based learning, on the other hand, deliberately merges theory with practice and acknowledges the intersection of explicit and tacit forms of knowing at both individual and collective levels. It recognizes that learning is acquired in the midst of practice and can occur while working on the tasks and relationships at hand. This chapter introduces the theory and practice of work-based learning and provides guidelines for faculty with a particular emphasis on the value of reflective practice. (Contains 1 table.)
Abstractor:	ERIC
Reference Count:	33

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0271-0633
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1002/tl.419

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