Practice as learning

TL;DR: Learning through work has long been important for the development of health care workers’ occupational competence, but to effectively utilise this mode of learning, its particular qualities and contributions need to be understood and optimised and its limitations redressed.

TL;DR: In this article, it is suggested that a defining feature of planning is its interventionist nature which requires connecting knowledge to action, and the upsurge of evidence-based planning, much is rehearsed.

TL;DR: In order for schools to use digital technologies to ensure that disadvantaged students do not remain disadvantaged when learning with technologies and to not replicate problems in analogue classroom interactions, insights how different performance groups engage and disengage in TEL is critical for learning.

TL;DR: A systematic literature review of entrepreneurship education literature is presented in this paper, where the authors explore how context has been addressed, derives contextual elements from prioritized literature and explores how context can be adapted to and designed with in entrepreneurship education.

TL;DR: In this article, it is suggested that a defining feature of planning is its interventionist nature which requires connecting knowledge to action, and the upsurge of evidence-based planning, much is rehearsed.

TL;DR: In order for schools to use digital technologies to ensure that disadvantaged students do not remain disadvantaged when learning with technologies and to not replicate problems in analogue classroom interactions, insights how different performance groups engage and disengage in TEL is critical for learning.

TL;DR: In this article, the authors report on a two-year study of a self-study research group facilitation, which was designed as a professional development project in which six experienced teacher educators investigated their practices using a selfstudy approach.

TL;DR: In this article, the authors investigated internally constructed and externally imposed contextual elements that constrained or facilitated the use of formative assessment by three high school science teachers, and found that the curriculum development model of personal practice theories was modified to include assessment, termed personal practice assessment theories (PPATs).