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Conceptions and Theories of Learning for Workplace Education

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Extraordinary Learning in the Workplace

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 6))

Abstract

This chapter on conceptions and theories of learning is intended to inform the work of educators about those components of professional education that occur in the practice settings of the workplace, the signature pedagogy in education for the professions. In those milieus, novices experience professional socialization as they enter into a community of practice; develop clinical and professional skills through observation, coaching, mentoring, and supervision; and develop specialized knowledge as the situations of practice provide meaning and motivation for abstract learning. The role of this chapter within this book as a whole is to characterize conceptions and theories of learning that are particularly applicable to learning in the workplace, providing a context for the synthesis of research on pedagogy and best teaching practices in workplace settings and recommendations on assessment and faculty development. The focus of this chapter is on learning in the context of practice situations in the early stages of professional education.

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Authors and Affiliations

  1. College of Medicine, University of Illinois, Chicago, IL, USA

    Ilene B. Harris

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  1. Ilene B. Harris
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Correspondence to Ilene B. Harris .

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Editors and Affiliations

  1. Yale School of Medicine, New Haven, 06510, Connecticut, USA

    Janet P. Hafler

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Harris, I.B. (2011). Conceptions and Theories of Learning for Workplace Education. In: Hafler, J. (eds) Extraordinary Learning in the Workplace. Innovation and Change in Professional Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0271-4_3

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