The Learning Practitioner in Organisations: Challenges in Researching a Changing Role. Working Paper.

Autor/in	Johnston, Robyn
Institution	Technology Univ.-Sydney, Broadway (Australia). Research Centre for Vocational Education and Training.
Titel	The Learning Practitioner in Organisations: Challenges in Researching a Changing Role. Working Paper.
Quelle	(2000), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Educators; Educational Attitudes; Emerging Occupations; Foreign Countries; Informal Education; Knowledge Base for Teaching; Labor Force Development; Learning Theories; Nonformal Education; On the Job Training; Organizational Development; Postsecondary Education; Professional Recognition; Research Methodology; Research Problems; Teacher Role; Theory Practice Relationship; Trainers; Training Methods; Training Objectives; Australia + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Informelle Bildung; Nichtformale Bildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Arbeitskräftebestand; Learning theory; Lerntheorie; Non-formal education; Non formal education; Training-on-the-Job; Organisationsentwicklung; Post-secondary education; Tertiäre Bildung; Research method; Forschungsmethode; Forschungskritik; Lehrerrolle; Theorie-Praxis-Beziehung; Ausbildungslehrer; Trainer; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Australien
Abstract	A study examined challenges associated with investigating the role and occupational identity of learning practitioners who operate within the organizational as opposed to the educational institution context. These challenges include the following: (1) naming this group of organizational practitioners; (2) distribution of learning responsibilities; (3) diversity of theoretical bases for practice; (4) diverse models of organizational practice; (5) reported shifts in prerequisite competences of practice; and (6) new understanding of learning. The study shows that a new type of learning practitioner is emerging in organizational context. Research challenges arising at least in part from the shifting nature of this comparatively unregulated field of practice exist and need to be addressed. Such research could be seen as contributing a better understanding of the learning that is occurring in organizations and in institutions contributing to work force capability building as a basis for the ongoing development of professionals who work in this area. (Contains 33 references.) (KC)
Anmerkungen	For full text: http://www.uts.edu.au/fac/edu/rcvet/working%20papers/WP0042Johnston.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC