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dc.contributor.authorHays, Jay
dc.contributor.authorHelmling, Lisa
dc.date.accessioned2017-04-12T01:39:45Z
dc.date.available2017-04-12T01:39:45Z
dc.date.issued2017-04-04
dc.identifier.issn2422-8796
dc.identifier.urihttps://hdl.handle.net/10652/3693
dc.description.abstractApplied Practice is an overarching term embracing a wide range of pedagogies that employ one or more forms of work experience for learning, including cooperative education (or co-op), professional practice, internships and apprenticeships, service learning, and many versions of Work-Integrated Learning (WIL). As used here, Applied Practice encompasses the theories, principles, approaches and programs that govern and inform the development of professional practices and practitioners across disciplines, and, in so doing, build individual, organisational, and community capacity to sustainably transform. As this monograph reveals, Applied Practice is a defensible means for building capabilities and dispositions demanded by the complex, global world of the twenty-first century. It achieves this by narrowing the theory–practice divide for which higher education has long been criticised. Narrowing of this gap is made possible by more fully integrating theory and practice, attained through pedagogies that mutually exploit the learning and experiences in academic study and practical work experience. Applied Practice and the various affiliated work experience for learning and Work-Integrated Learning programs are under-theorised and remain under-researched. Herein, the authors draw on a wide range of studies and scholarly literature, and attempt to bring together what can be ascertained with respect to applicable theory and pedagogy. The result of this synthesis is a four-pillar model, each of the four pillars representing a substantial theory stream and important foundation of Applied Practice: Adult Learning Theory (ALT), Experiential Learning Theory (ELT), Transformational Learning Theory (TLT), and Workplace Learning Theory (WLT).en_NZ
dc.language.isoenen_NZ
dc.publisherUnitec ePressen_NZ
dc.rightsApplied Practice: Theoretical and Pedagogical Foundations by Jay Hays and Lisa Helmling is licensed under a Creative Commons Attribution- NonCommercial 4.0 International License.en_NZ
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 New Zealand*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/nz/*
dc.subjectwork integrated learning (WIL)en_NZ
dc.subjectadult learning theory (ALT)en_NZ
dc.subjectexperiential learning theory (ELT)en_NZ
dc.subjecttransformational learning theory (TLT)en_NZ
dc.subjectworkplace learning theory (WLT)en_NZ
dc.subjecttertiary educationen_NZ
dc.subjecthigher educationen_NZ
dc.subjectprofessional educationen_NZ
dc.titleApplied practice : theoretical and pedagogical foundationsen_NZ
dc.typeOtheren_NZ
dc.rights.holderUnitec ePressen_NZ
dc.subject.marsden130202 Curriculum and Pedagogy Theory and Developmenten_NZ
dc.subject.marsden130103 Higher Educationen_NZ
dc.identifier.bibliographicCitationHays, J. & Helmling, L. (2017). Applied Practice: Theoretical and Pedagogical Foundations. Unitec ePress Monograph Series (2017/1). Retrieved from http://www.unitec.ac.nz/epress/en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage1en_NZ
unitec.publication.lpage44en_NZ
unitec.publication.volume2017 (1)en_NZ
unitec.publication.titleUnitec ePress Mongraph Seriesen_NZ
unitec.peerreviewedyesen_NZ
unitec.relation.epresshttp://www.unitec.ac.nz/epress/index.php/applied-practice-theoretical-and-pedagogical-foundations/en_NZ


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Attribution-NonCommercial-NoDerivs 3.0 New Zealand
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 New Zealand