Integrating theory and practice? Employees’ and students’ experiences of learning at work

Integrating theory and practice? Employees’ and students’ experiences of learning at work The integration of theory and practice has been recognised as one of the key questions in the development of professional expertise and vocational competence. In this study the question of how theory and practice meet each other during professional development was approached from the point of view of two different groups of learners: employees with varying length of work experience and university students taking a working life project course. Altogether 18 employees and 51 students were interviewed, after which transcribed interviews were qualitatively categorised. The opinions expressed by the informants indicate that work-based learning is not a unified phenomenon but varies in different contexts and between actors. The findings suggest, however, that the transformation of students' explicit "book knowledge" into implicit or tacit knowledge may begin already while the student is still in education, provided that formal knowledge is used for authentic problem solving. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Workplace Learning Emerald Publishing

Integrating theory and practice? Employees’ and students’ experiences of learning at work

Journal of Workplace Learning, Volume 15 (7/8): 7 – Dec 1, 2003

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Publisher
Emerald Publishing
Copyright
Copyright © 2003 MCB UP Ltd. All rights reserved.
ISSN
1366-5626
DOI
10.1108/13665620310504828
Publisher site
See Article on Publisher Site

Abstract

The integration of theory and practice has been recognised as one of the key questions in the development of professional expertise and vocational competence. In this study the question of how theory and practice meet each other during professional development was approached from the point of view of two different groups of learners: employees with varying length of work experience and university students taking a working life project course. Altogether 18 employees and 51 students were interviewed, after which transcribed interviews were qualitatively categorised. The opinions expressed by the informants indicate that work-based learning is not a unified phenomenon but varies in different contexts and between actors. The findings suggest, however, that the transformation of students' explicit "book knowledge" into implicit or tacit knowledge may begin already while the student is still in education, provided that formal knowledge is used for authentic problem solving.

Journal

Journal of Workplace LearningEmerald Publishing

Published: Dec 1, 2003

Keywords: Employees attitudes; Employees development

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