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|Item type||Current location||Call number||Status||Date due||Barcode||Item holds|
|Monografia||Biblioteca de Ciências da Educação||BCE 001.8 - J||Available||251130|
|Monografia||Biblioteca Geral da Universidade do Minho||BGUMD 62||Available||260889|
"Jarvis does a real service by introducing a new vision of research into the current debates over the nature and mission of the academy."
-- Continuing Higher Education Review
"Jarvis has managed to bridge the worlds of theory and professional practice in a way that will help each better understand the other."
--Jon Wergin, professor of educational studies, School of Education, Virginia Commonwealth University
Genuine understanding of any field can only be developed through practice in that field. Peter Jarvis, an internationally known authority in the field of professional adult and continuing education, shows how theories of practice evolve from the practice itself and are unique to each practitioner. Doing professional work gives practitioners many opportunities to question, test, and revise theories taught in graduate programs. Such practice-based research gives rise to personalized theories of practice and also raises new questions for personal exploration.
Using examples and vignettes drawn from professional fields and settings around the world, Jarvis provides valuable insights into the nature of professional practice, the ways professionals learn, and how education for practice can be enhanced at both the undergraduate and graduate levels. Jarvis examines why so many practitioners find their professional education inadequate preparation for actual practice, and he calls for a partnership between higher education and the professional workplace that will meet the challenges of the relationship between the two.
The Practitioner-Researcher is designed to help all practitioners for whom research is a tool in improving practice--from graduate students and their professors to employees in diverse industries or professional groups--and to facilitate an understanding of the relationship between practice and theory within the worlds of work and learning.