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Biología by Helena Curtis; N. Sue Barnes; Adriana Schnek; Alicia

By Helena Curtis; N. Sue Barnes; Adriana Schnek; Alicia Massarini

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He provides examples of musicians whose private practice habits maximise and extend the provision of support they accessed from their teachers and other musicians. Consequently, his concept of learning through and for practice can be seen as being dualistic. On the one hand are the kinds of opportunities provided to support learners and experienced practitioners to engage in deliberate practice including their duration, and, on the other hand is the degree by which individuals elect to engage fully in that practice.

G. e. e. respond to the requirements of particular situations). Knowledge that has these qualities is likely to be developed by individuals through opportunities to engage in and construct personal, and possibly idiosyncratic, domains of the occupational knowledge. Indeed, there seems to be at least three levels of domain-specific knowledge (Scribner, 1984). First, there is the canonical knowledge of the occupation, comprising what those practising this occupation would be expected to know. It is this domain of activity that is often the focus of professional registration, occupational standards and national curriculum development exercises.

In their chapter, Deborah Peach and Natalie Gamble report outcomes of a review of practices within 30 higher education institutions in Australia that aimed to engage and utilise work experiences as part of programme provisions to prepare graduates who are job ready. In the aptly named contribution – Scoping Work-Integrated Learning Purposes, Practices and Outcomes – they commence by noting that there are a variety of practices and terminologies associated with the current practices within these institutions.

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