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2018 | 4 | 33-40

Article title

Uczenie się i nauczanie innych w miejscu pracy kobiet sukcesu

Authors

Selected contents from this journal

Title variants

EN
Learning and teaching at work of successful women

Languages of publication

PL

Abstracts

EN
In this text, the Author discusses in detail the concept of social learning by E. Wenger (E. Wenger's theory is inspiring, useful and is a formal framework for the analyzes carried out in the text). Author presents a fragment of research relating to the social participation of women who have achieved professional success. The article presents strategies functioning of women in the community of practice – as an effect of generalization of collected qualitative material based on the assumptions of the narrative interview method. The author took into account formal and informal aspects of learning.

Contributors

References

  • Farnsworth V., Kleanthous, Wenger – Trayner E. (2016), Communities of Practice as a Social Theory of Learning: a Conversation with Etienne Wenger, British Journal of Educational Studies, Volume 64, Issue: 2.
  • Field J, (2003), Badania nad całożyciowym uczeniem się dorosłych; tendencje i perspektywy w świecie anglojęzycznym, „Teraźniejszość – Człowiek – Edukacja”, nr 1 (21).
  • Franz J., Scheunpflug A. (2016), A Systematic Perspective on Integrational Learning, Studia paedagogica vol. 21, n. 2.
  • Gerpott F., Lehmann-Willenbrock N., Voelpel S. (2017), A Phase Model of Intergenerational Learning in Organizations, Academy of Management Learning & Education, Vol. 16 (2). Illeris K., (2003), Workplace learning and learning theory, Journal of Workplace Learning, Vol.15 (4).
  • Kirk L., Kinchin G. (2003), Situated learning as a theoreticial framework for sport education, European Physical Education Review, Vol. 9 (3).
  • Kłodkowska J. (2014), Uczenie się radzenia sobie ze zmianami w organizacji na przykładzie hufców pracy, Dyskursy Młodych Andragogów, nr 15.
  • Knox A., Siogren D. (1962), Motivation to Participate and Learn in Adult Education, Adult Education Quarterly, Vol. 12 (4).
  • Lopes M., Melo F.,Kenward B., Santos-Victor J. (2009), A Computational of Social – Learning Mechanisms, International Society for Adaptive Behavior, Vol. 17 (6).
  • Malewski M., W poszukiwaniu teorii uczenia się ludzi dorosłych, „Teraźniejszość – Człowiek – Edukacja” 2006, nr 2 (34).
  • Ollis T. (2011), Learning in social action: The informal and social learning dimensions of circumstantial and lifelong activists, Australian Journal of Adult Learning, Vol. 51 (2).
  • Omidvar O., Kislov R. (2014), The Evolution of the Communities of Practice Approach Toward Knowledgeability in a Landscape of Practice – An Interview with Etienne Wenger-Trayner, Journal of Management Inquiry, Vol. 23 (3).
  • Perechuda K. (red.) (2008), Scenariusze, dialogi i procesy zarządzania wiedzą, Difin, Warszawa.
  • Wenger E. (2000), Communities of Practice and Social Learning Systems, Organization,Vol. 7(2).
  • Wenger-Trayner, E. (2013). The practice of theory: Confessions of a social learning theorist, (w:) V. Farnsworth, Y. Solomon (red.), Reframing Educational Research: Resisting the “what Works” Agenda. New York, NY: Routledge.
  • Yuan, Y., McKelvey, B. (2004). Situated learning theory: Adding rate and complexity e

Document Type

Publication order reference

Identifiers

ISSN
1507-6563

YADDA identifier

bwmeta1.element.desklight-46c1f1d7-fbb5-4e59-a517-80b37fc3540a
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