Access the full text.
Sign up today, get DeepDyve free for 14 days.
L. Graham (1993)
Inside a Japanese TransplantWork and Occupations, 20
C. Darrah (1994)
Skill Requirements at WorkWork and Occupations, 21
J. Gee, C. Lankshear (1995)
The New Work Order: critical language awareness and ‘fast capitalism’ textsDiscourse: Studies in The Cultural Politics of Education, 16
B. Macfarlane, L. Lomas (1994)
Competence‐based Management Education and the Needs of the Learning OrganizationJournal of Education and Training, 36
Phil Sharratt, Laurie Field (1993)
Organizational Learning in Australian Organizations: Hollow Rhetoric or Attainable Reality?:Asia Pacific Journal of Human Resources, 31
R. McTaggart (1991)
Principles for Participatory Action ResearchAdult Education Quarterly, 41
Karen Watkins, V. Marsick (1992)
Building the learning organisation: a new role for human resource developersStudies in Continuing Education, 14
Cheryl Kazemek, F. Kazemek (1992)
Systems Theory: A Way of Looking at Adult Literacy Education.Convergence, 25
J. Brown, Terri Seddon, L. Angus, P. Rushbrook (1996)
Professional Practice in Education in an Era of Contractualism: Possibilities, Problems and ParadoxesAustralian Journal of Education, 40
D. Greenwood, W. Whyte, I. Harkavy (1993)
Participatory Action Research as a Process and as a GoalHuman Relations, 46
V. Marsick (1988)
Learning in the Workplace: The Case for Reflectivity and Critical ReflectivityAdult Education Quarterly, 38
AS more teachers move into new areas such as enterprise-based workplace education, concerns have been expressed regarding the deprofessionalisation of their work. This article explores an approach to workplace education, within a manufacturing environment, which not only re-defines the work of teachers in ways which utilise, enhance and extend their skills, but also values the role of professional educators in advising industry personnel on matters relating to learning and assisting in the development of learning frameworks. It is argued that when competence is contextualised and viewed holistically, and the subsequent training program is based on the complex reality of the particular workplace, all the professional skills of teachers are required to design effective learning strategies. If the resultant educational program is also to be responsive to the needs of the learners and sufficiently flexible to encompass changes in the workplace as they occur, its development and implementation will pose a unique challenge to teachers.
Australian Journal of Education – SAGE
Published: Nov 1, 1997
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.