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篇目详细内容 |
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【篇名】 |
Reading across Workplace Learning Research toBuild Dialogue |
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【刊名】 |
Frontiers of Education in China |
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【刊名缩写】 |
Front. Educ. China |
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【ISSN】 |
1673-341X |
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【EISSN】 |
1673-3533 |
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【DOI】 |
10.1007/s11516-010-0106-y |
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【出版社】 |
Higher Education Press and Springer-Verlag |
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【出版年】 |
2010 |
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【卷期】 |
5
卷3期 |
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【页码】 |
365-381
页,共
17
页 |
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【作者】 |
Peter H. Sawchuk;
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【关键词】 |
workplace learning; overview; historical origins; comparativeconceptual approaches |
【摘要】 |
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The field of workplace learning scholarship in Western countries isreviewed. First, the emergence of workplace learning scholarship is discussedhistorically for its relation to the emergence and ongoing development ofcapitalism beginning from early thought on markets and productivity, 20thcentury scientific management, industrialism and post-industrialism theses, andfinally contemporary conceptual and disciplinary expansion and the conditions ofglobalization under late capitalism. Following this, six thematic clusters ofresearch are discussed in relation to key scholars, their primary contributions andthe ways that each can, potentially, inform those working in other areas ofworkplace learning scholarship. These thematic clusters include the following: i.cognition, expertise, and the individual; ii. micro-interaction, cognition, andcommunication; iii. mediated practice and participation; iv. meaning, identity,and organization life; v. authority, conflict, and control; and vi. competitivenessand knowledge management. It is concluded that no single thematic cluster hasestablished predominance, and that there is a strong tendency toward isolation orbalkanization of research interests (thematically, nationally, linguistically, etc.)despite a variety of parallel and/or mutually informing interests. |
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