Transfer of knowledge between education and workplace settings

By M. Eraut. 2012

429 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/dd1d56d225e6d892a59003793fa03624406ca4fe

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In Education

In Human Factors and Ergonomics

Citations in the corpus

Aspects of Competence-Based Education as Footholds to Improve the Connectivity Between Learning in School and in the Workplace (2010, background): “Eraut (2004) also highlighted concerns about the interrelation between theoretical knowledge and practical experiences.”
Improving the learning of newly qualified teachers in the induction year (2011, methodology): “Even without an expectation for such systemic change, Eraut’s model requires a sophisticated understanding of NQT learning on the part of the induction tutor, and requires them to spend significant time with the NQT if it is to be accomplished. However, research on the transition from ITE to inducti”
Factors explaining the learning of generic skills: a study of university students’ experiences (2018, background): “are also essential for the development of expertise (e.g. Bereiter 2002; Eraut 2004; Le Maistre and Paré 2006), since theoretical knowledge, practical knowledge and self-regulatory knowledge (i.”
The Significance of Workplace Learning for Individuals, Groups and Organisations (2007, background): “Eraut (1995, 2004b) clarified the situation by suggesting that types of reflection could be usefully distinguished by using three critical variables: purpose, focus and context.”
Coherence and the development of professional knowledge and skills (2014, background): “Individuals bring personal knowledge to situations ‘that enables them to think, interact and perform’ (Eraut 2004 , 202).”
Learning from other people in the workplace (2007, background): “While education and practice settings each have both theories and practices, they have very different cultures and very different discourses (Eraut, 2004).”