Cognition at Work: The Development of Vocational Expertise.

Sonst. Personen	Stevenson, J. (Hrsg.)
Institution	National Centre for Vocational Education Research, Leabrook (Australia).
Titel	Cognition at Work: The Development of Vocational Expertise.
Quelle	(1994), (252 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-86397-055-9
Schlagwörter	Adult Education; Apprenticeships; Cognitive Development; Cognitive Measurement; Competence; Competency Based Education; Educational Practices; Educational Strategies; Foreign Countries; Job Skills; Learning Processes; On the Job Training; Postsecondary Education; Problem Solving; Simulation; Skill Development; Teaching Methods; Training Methods; Vocational Education; Workshops + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Apprenticeship; Lehre; Kognitive Entwicklung; Kompetenz; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungspraxis; Lehrstrategie; Ausland; Produktive Fertigkeit; Learning process; Lernprozess; Training-on-the-Job; Post-secondary education; Tertiäre Bildung; Problemlösen; Simulation program; Simulationsprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktik; Trainingsmaßnahme; Ausbildung; Berufsbildung; Lernwerkstatt; Schulung
Abstract	This book contains eight papers examining vocational expertise and how best to develop it. The first paper, "Vocational Expertise" (John Stevenson), presents five approaches to developing it. The role of context in patterning cognition is considered in "Authenticity in Workplace Learning Settings" (Stephen Billett). In "Learning in Apprenticeship Courses" (Glen Evans), conceptual and perceptual knowledge and performance are discussed as components of competence. "Train Simulators and the Development of Expertise" (Charlie McKavanagh) analyzes differences between novices and experts from the standpoint of their different approaches to problem solving. The conclusion of "Problem-based Learning in Workshops" (Howard Middleton) is that workshop-based programs are much more effective than teacher-centered technical and further education (TAFE) programs in helping students develop the creative thinking skills needed for the workplace. "Development of Expertise in TAFE Colleges" (John Stevenson, Charlie McKavanagh) explores the nature of teaching and learning in TAFE. "Measuring the Press for Skill Development" (John Stevenson, Charlie McKavanagh, and Alan Evans) discusses the Cognitive Power Holding Questionnaire, and "Pressing TAFE Learners into Far Transfer within a Competency-Based Training (CBT) Framework" (Fred Beven) uses the questionnaire to monitor emphases on different levels of cognitive procedures in a tourism and hospitality program course. All papers contain substantial bibliographies. Fifty-five tables/figures are included. (MN)
Anmerkungen	National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC