Advertisement

Reflection in Learning at Work

  • Steen Høyrup

Abstract

Workplaces are important sites of learning, and the understanding of learning at work is a field of great interest for both universities and enterprises and which is dealt with in the fields of education, management, psychology, sociology, human resource management, etc. When workplaces are sites of learning it is important to understand that learning is a complex and multifaceted phenomena. The learning involved can be related to knowledge and skills that are demanded by the employer in the specific job function. This can be the basis for creating new work practices and forms of production and for developing increased productiveness and effectiveness of the firm. Learning also involves personal development, which may spill over into civic life and personal lives.

Keywords

Experiential Learning Social Practice Tacit Knowledge Organizational Learning Adult Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Billett, S. (1996). Towards a Model of Workplace Learning: The Learning Curriculum. Studies in Continuing Education, 18(1), pp. 43–58.CrossRefGoogle Scholar
  2. Boud, D. et al. (1985). Reflection: Turning experience into learning. London: Kogan Page.Google Scholar
  3. Cheetham, G., & Chivers, G. (2000). A new look at competence professional practice. Journal of European Industrial Training, 24(7), 374–383.CrossRefGoogle Scholar
  4. Dewey, J. (1980[1916]). Democracy and Education. In J. A. Boydston (ed.), The Middle Works, 1899–1924, Vol. 9. Carbondale and Edwardsville: Southern Illinois University Press.Google Scholar
  5. Jarvis, P. (1996). Adult and Continuing Education. Theory and Practice (2nd edn.) London and New York: Routledge.Google Scholar
  6. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  7. Lave, J. (1997). Apprenticeship — Learning as Social Practice. Journal of Nordic Educational Research, 3.Google Scholar
  8. Malinen, A. (2000). Towards the essence of adult experiential learning: A reading of the theories of Knowles, Mezirow, Revans and Schön. University of Jyväskylä.Google Scholar
  9. Merriam, S. B., & Clark, M. L. (1993). Learning from Life Experience: What Makes it Significant? International Journal of Lifelong Education, 12(2), 129–138.CrossRefGoogle Scholar
  10. Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3–24.CrossRefGoogle Scholar
  11. Mezirow, J. (1990). How Critical Reflection Triggers Transformative Learning. In J. Mezirow et al. (eds), Fostering Critical Reflection in Adulthood. A Guide to Transformative and Emancipatory Learning (pp. 1–20). San Francisco,: Jossey-Bass.Google Scholar
  12. Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco,: Jossey-Bass.Google Scholar
  13. Reynolds, M. (1998). Reflection and Critical Reflection in Management Learning. Management Learning, 29(2), 183–200.CrossRefGoogle Scholar
  14. Schön, D. A. (1983). The Reflective Practitioner. How Professionals Think in Action. New York: Basic Books.Google Scholar
  15. Woerkom, M. (2003). Critical Reflection at Work. Bridging individual and organizational learning. PhD thesis, University of Twente, Print Partners Ipskamp, Enschede.Google Scholar

Copyright information

© Steen Høyrup 2005

Authors and Affiliations

  • Steen Høyrup

There are no affiliations available

Personalised recommendations