Multiple Dimensions of Teaching and Learning for Occupational Practice offers a collection of international perspectives on work-related education and training at further/Technical and Vocational Education and Training (TVET), higher and professional levels. The book provides a new area of study of occupational education with tripartite dimensions concerning learning, teaching and working. Providing space for further research and implementation possibilities, the book offers comprehensive multidisciplinary and multi-level perspectives, giving extensive coverage of the structure and focus of these types of programmes concerning geographical locations and academic levels, and also drawing on perspectives from national, institutional and individual interactions. Topics of investigations include apprenticeships, education of occupational teachers, training of workers and entrepreneurs, and working of physicians. Multiple Dimensions of Teaching and Learning for Occupational Practice will be vital reading for academics in education, educationalists in the related areas of clinical practices, sports and culture-related industries, researchers, policymakers, government officials and those from socio-development change agencies.

Informal Learning, Practitioner Inquiry and Occupational Education explores how practitioners in a variety of occupations perform their jobs and argues that working and learning are intricately connected. Drawing on theories around working and learning in informal, formal and lifelong settings, the book gives insights into how workers negotiate their occupational practices. The book investigates four related concepts – informal learning, practitioner inquiry, occupational education and epistemological perspectives. The combinations of theories and empirical case studies are used to provide a conceptual framework of inquiry where knowledge, abilities, experiences and skill sets play a significant aspect. It presents 11 case studies of professions ranging from conventional occupations of acting, detective work, international road transportation to emerging professions of boardroom consultancy, nutritional therapy and opinion leadership. This book will be of great interest for academics, scholars and postgraduate students who are engaged in the study of informal education, vocational education and occupation-related programmes. It will also offer significant insights for related education practitioners wanting to have greater understanding of their own journeys and practices.

This book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector. It offers theoretical frameworks and empirical data to delineate issues relating to teacher educators and training in areas regarding policy, programmes, and pedagogic activities. Some of these areas include the education of teachers in vocational education, the professionalization of teacher educators in a neoliberal education system, and teacher educators' perspectives of a training programme for vocational education and training. Additionally, the areas cover the relevance of coherence in vocational teacher education for teacher educators, the use of questioning strategies for teacher educators, teacher educators and their initial disciplines, journeys and job titles, the relevance of craft and reflectivity of teacher educators, and the importance of teacher education and mentoring scheme. The rationale for this book is that there is a comparative lack of research and related publications on teacher educators and the delivery and design of teacher education facilitation in the sector internationally. Also, the FE sector is viewed as a backwater of educational research compared to the other sectors.

RESEARCHING MEDICAL EDUCATION Researching Medical Education is an authoritative guide to excellence in educational research within the healthcare professions presented by the Association for the Study of Medical Education and AMEE. This text provides readers with key foundational knowledge, while introducing a range of theories and how to use them, illustrating a diversity of methods and their use, and giving guidance on practical researcher development. By linking theory, design, and methods across the spectrum of health professions education research, the text supports the improvement of quality, capacity building, and knowledge generation. Researching Medical Education includes contributions from experts and emerging researchers from five continents. The text includes information on: Developing yourself and your practice as a health professions education researcher Methods and methodologies including ethnography/digital ethnography, visual methods, critical discourse analysis, functional and corpus linguistics, critical pedagogy, critical race theory and participatory action research, and educational neuroscience methods Theories including those where relationships between context, environment, people and things matter (e.g., complexity theory, activity theory, sociomateriality, social cognitive theories and participatory practice) and those which are more individually focused (e.g., health behaviour theories, emotions in learning, instructional design, cognitive load theory and deliberate practice) Includes 10 brand new chapters Researching Medical Education is the ideal resource for anyone researching health professions education, from medical school to postgraduate training to continuing professional development. “This is an extraordinary text that combines theory and practice in medical education research. The authors represent the who’s who of medical education research, and their wisdom and insights will help guide novice and experienced researchers alike.” —David M. Irby, Professor Emeritus of Medicine, University of California, San Francisco, USA “Research in health professions education is maturing. This is clearly evidenced by the second edition of Researching Medical Education. In 30 chapters this book takes you on an exciting voyage on research theories and research methodologies. This book is a comprehensive resource for anyone engaging in research in health professions education.” — Cees van der Vleuten, former Director of the School of Health Professions Education, Maastricht University, The Netherlands

Professional Development of Teacher Educators in Further Education critically analyses the specific challenges relating to teacher educators in the English further education (FE), such as the diverse nature of learners and the variety of educational contexts. It focuses on the journeys to becoming teacher educators, their relevant teaching know-how and professional needs. This book combines theoretical frameworks with both qualitative and quantitative data to outline the pathways, professional identities, knowledge, and continuous professional development of teacher educators. This data is used to discuss the four main themes. The first deals with the teacher educators’ initial disciplinary areas, journey-making to be educators, and the current titles/positions. The next one delineates the know-how (knowledge, experiences, capacities and skill sets) to perform as teacher educators. The third one relates to their professional identities and the final topic, their professional requirements as FE teacher educators. Contributing to the field of further and vocational education, this book will be of great interest for researchers, academics, and postgraduate students in the field of education, specifically FE and teacher educators.

The further education (and skills) sector in England has been viewed as a backwater of educational research compared to the other sectors. This comparative lack of research and related publications may be due in part to the huge diversity of the sector. Further Education, Professional and Occupational Pedagogy addresses some of the gaps by bringing together empirical research and theoretical frameworks to give a coherent understanding of the sector, emphasising the occupational experiences of deliverers, alongside their pedagogic and life experiences. This book also includes investigations on the education of professionals in the higher education sector. The overall theme of this book relates to the teaching and learning of work-related provisions in further and higher education. The book covers topics such as FE teachers' emotional ecology, their professional identities, a systematic literature review of FE teachers' professional identities, a reconceptualisation of widening participation from a teaching perspective, pedagogic implications of teachers in professional education, and curriculum formation of creative professionals in higher education. This book will be vital reading for researchers and academics in the fields of professional learning, teacher training and education, and vocational and occupational education. It will also appeal to policy-makers, teacher educators and education professionals.