Recognising Prior Learning: Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective
2009 (English)In: Vocations and Learning, ISSN 1874-785X (Print) 1874-7868 (Online), Vol. 2, no 1, 37-55 p.Article in journal (Refereed) Published
This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which have been analysed with a qualitative interpretative approach. The results show how prior learning plays a central role in the training process, both on an individual and a collective level. The participants’ prior learning is taken as the starting point, particularly in learning conversations where prior learning is made visible and used, and where participants learn from each other. Further, new learning is taking place as a consequence of the recognition process, and the study particularly highlights how prior experiences could be the basis of new learning in a process of reflection and discussion.
Place, publisher, year, edition, pages
2009. Vol. 2, no 1, 37-55 p.
Recognition of prior learning, Experiential learning, Assistant nurses, In-service training, Health care work
IdentifiersURN: urn:nbn:se:liu:diva-17663DOI: 10.1007/s12186-008-9017-yOAI: oai:DiVA.org:liu-17663DiVA: diva2:211113
The original publication is available at www.springerlink.com:Andreas Fejes and Per Andersson, Recognising Prior Learning: Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective, 2009, Vocations and Learning, (2), 1, 37-55.http://dx.doi.org/10.1007/s12186-008-9017-yCopyright: Springer, www.springerlink.com2009-04-082009-04-082014-10-08Bibliographically approved