This book examines professional learning and relates it to the acquisition of expertise, and the influence of individuals. Professional learning, as discussed in the book, comprises all kinds of occupational domains because employment and paid work usually follow the achievement principle, i.e. workers are expected to perform efficiently. The book suggests that the perspective of expertise research is an appropriate lens to use for gaining insight in how individuals can be prepared and enabled to autonomously master the requirements of daily working life. Expertise is understood as the capacity to reliably perform on an extraordinary level, and the basic assumption is that experts are best prepared to successfully cope with future challenges at workplaces. The book comprehensively discusses issues of expertise research and explores the nature of a successful individual and an impeded individual. It proposes an integrated model of individual and social components of expertise development, the i-PPP model. The model provides insight in and an understanding of how individuals can be enabled to develop and maintain professional expertise in the context of daily work. Across all paradigms, researchers, policy-makers, employers and trade unionists agree that working conditions undergo permanent change through economic, societal, and technological developments. Recently, the digitalisation of (working) life became a hot topic of scientific and societal discourses. Workplaces, thus, provide challenges for individuals who have to be able to cope with workplace changes. Accordingly, new challenges emerge for an adequate understanding of learning for work as well as learning during work.

About the Book Series The idea for the Book Series "Innovation and Change in Professional Education" (ICPE) was born in 1996. While working on another publication in this area, we noticed that professional educators faced similar problems without even knowing from each other. It was this observation that resulted in examining the possibilities for a new publication platform about professional education with input from different professions. We wanted to develop a publication source that would bring together educators and researchers to exchange ideas and knowledge about theory, research and professional practice. But we were not only striving for a book series informing readers about important themes in the professions. A second goal was to focus on processes of change and innovation. We were heavily involved in innovations going on in our institutions, and were convinced that a better understanding was needed in a wide range of issues critically important to the future of professional education. It was our belief that scholarly publications about innovation processes may support fundamental change in professional education. ICPE reflects our view that professional education deserves such a publication platform. It aims to approach critical questions of educational innovations, and to examine dynamics of educational change in various professional domains in the context of innovation processes. The books will include contributions from frontline practitioners, leading researchers, or distinguished scholars in professional education, delivering reports of empirical or theoretical research, reviews, interpretations of evaluation studies, or descriptions of innovative approaches.

This book examines professional learning and relates it to the acquisition of expertise, and the influence of individuals. Professional learning, as discussed in the book, comprises all kinds of occupational domains because employment and paid work usually follow the achievement principle, i.e. workers are expected to perform efficiently. The book suggests that the perspective of expertise research is an appropriate lens to use for gaining insight in how individuals can be prepared and enabled to autonomously master the requirements of daily working life. Expertise is understood as the capacity to reliably perform on an extraordinary level, and the basic assumption is that experts are best prepared to successfully cope with future challenges at workplaces. The book comprehensively discusses issues of expertise research and explores the nature of a successful individual and an impeded individual. It proposes an integrated model of individual and social components of expertise development, the i-PPP model. The model provides insight in and an understanding of how individuals can be enabled to develop and maintain professional expertise in the context of daily work. Across all paradigms, researchers, policy-makers, employers and trade unionists agree that working conditions undergo permanent change through economic, societal, and technological developments. Recently, the digitalisation of (working) life became a hot topic of scientific and societal discourses. Workplaces, thus, provide challenges for individuals who have to be able to cope with workplace changes. Accordingly, new challenges emerge for an adequate understanding of learning for work as well as learning during work.

About the Book Series The idea for the Book Series "Innovation and Change in Professional Education" (ICPE) was born in 1996. While working on another publication in this area, we noticed that professional educators faced similar problems without even knowing from each other. It was this observation that resulted in examining the possibilities for a new publication platform about professional education with input from different professions. We wanted to develop a publication source that would bring together educators and researchers to exchange ideas and knowledge about theory, research and professional practice. But we were not only striving for a book series informing readers about important themes in the professions. A second goal was to focus on processes of change and innovation. We were heavily involved in innovations going on in our institutions, and were convinced that a better understanding was needed in a wide range of issues critically important to the future of professional education. It was our belief that scholarly publications about innovation processes may support fundamental change in professional education. ICPE reflects our view that professional education deserves such a publication platform. It aims to approach critical questions of educational innovations, and to examine dynamics of educational change in various professional domains in the context of innovation processes. The books will include contributions from frontline practitioners, leading researchers, or distinguished scholars in professional education, delivering reports of empirical or theoretical research, reviews, interpretations of evaluation studies, or descriptions of innovative approaches.

Wie tragen erziehungswissenschaftliche Fragestellungen und Forschungsergebnisse zur Beschreibung, Erklarung und Gestaltung wirtschaftsbetrieblicher Strukturwandlungen bei? Die Darstellung "Kapital und Kompetenz" verdeutlicht die praktische Relevanz wissenschaftlicher Erkenntnis und richtet sich nicht nur an Wissenschaftler und Studierende, sondern in gleicher Weise an Verantwortliche in der Arbeitswelt, Fuhrungskrafte, Unternehmensleitungen und Beschaftigte in Personal- und Organisationsentwicklung.

Dieses Buch ist der erste umfassende deutschsprachige Sammelband zur Expertiseforschung. Der Beitrag der deutschsprachigen Forschung zum Thema zeichnet sich u. a. durch eine immer starkere padagogisch-psychologische statt einer allgemeinpsychologischen Ausrichtung aus. Die Foerderung des Expertiseerwerbs sowie die Suche nach praktischen Anwendungsmoeglichkeiten der Forschung in der (vor allem beruflichen) Praxis sind Indikatoren fur diese Entwicklung. Die Beitrage namhafter Autoren sind in zwei Teilbereiche unterteilt: 'Theoretische Einordnung von Expertise' und 'Methoden der Expertiseforschung'.

The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.