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007			cr un uuuua
008			150914s2016 ne sb 001 0 eng d
010			_a 2015034529
020			_a9789004264830 _q(electronic book)
020			_z9789004264823 _q(print)
024	7		_a10.1163/9789004264830 _2DOI
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aPN151 _b.W78 2016
072		7	_aJN _2bicssc
072		7	_aEDU000000 _2bisacsh
082	0	4	_a808.02023 _223
245	0	0	_aWriting for professional development / _cedited by Giulia Ortoleva, Mireille Betrancourt, Stephen Billett.
264		1	_aLeiden ; _aBoston : _bBrill, _c[2016]
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aStudies in writing ; _v32
504			_aIncludes bibliographical references and index.
505	0	0	_tFront Matter / _rGiulia Ortoleva , Mireille Bétrancourt and Stephen Billett -- _tWriting for Professional Development: An Introduction / _rMireille Bétrancourt , Giulia Ortoleva and Stephen Billett -- _tLearning through Writing: Mimetic Processes in Action / _rStephen Billett -- _tTransforming Practice through Reflective Writing: A Discursive Approach / _rSabine Vanhulle , Anne Perréard Vité , Kristine Balslev and Dominika Dobrowolska -- _tWriting as a Body-Mind Performance Learning Activity for Educational Development of Wholetheme Professional Artistry / _rAsghar Iran-Nejad -- _tWriting to Learn from Experience: Unguided Reflection as Meaning Making Practices for Teachers / _rLuísa Álvares Pereira , Íris Susana Pires Pereira and Inês Cardoso -- _tWriting Reflective Learning Journals: Promoting the Use of Learning Strategies and Supporting the Development of Professional Skills / _rLaetitia Mauroux , Jessica Dehler Zufferey , Elisa Rodondi , Alberto Cattaneo , Elisa Motta and Jean-Luc Gurtner -- _tStudents’ Experiences of Reflective Writing as a Tool for Learning in Physiotherapy Education / _rMerja Kurunsaari , Päivi Tynjälä and Arja Piirainen -- _tDeveloping the Language of Midwifery through Continuity of Care Experiences / _rPauline Glover and Linda Sweet -- _tUsing Writing to Support Student Professional Development during Periods of Practical Training: A Case Study / _rKirk Patrick Haig Sullivan and Peter E. Czigler -- _tIndividual and Collaborative Writing-to-Learn Activities in Vocational Education: An Overview of Different Instructional Strategies / _rAlberto Cattaneo and Elena Boldrini -- _tComputer-Supported Collaborative Writing for Professional Development / _rGiulia Ortoleva and Mireille Bétrancourt -- _tProfessional Text Genres: Writing Standards in Vocational Education / _rAstrid Neumann -- _tLearning to Write as a Professional: Engineers and Health Professionals in the United Kingdom and Germany / _rEsther Odilia Breuer , Sigrid Newman and Julian Newman -- _tTeaching Writing in Australian Vocational Education and Training Contexts: The Need for a New Professional Development Approach and Commitment / _rAnn Kelly -- _tBecoming Brave Writers and Writing Teachers: Teachers Recognizing Emotional Dimensions of Writing and Transforming their Classroom Instruction / _rRebecca Woodard -- _tResearcher Professional Development through Writing: A Negotiation Perspective / _rRay Smith -- _tBecoming an Academic: Reflective Writing and Professional Development / _rCecile Marie Badenhorst , Rhonda Joy , Sharon Penney , Sarah Pickett , Jackie Hesson , Gabrielle Young , Heather McLeod , Dorothy Vaandering and Xuemei Li -- _tConstructing Professional Communication Identity through the Final Client Deliverable: The Multimodal Investigation Report / _rTerri Grant -- _tIndex / _rGiulia Ortoleva , Mireille Bétrancourt and Stephen Billett.
506			_aAvailable to subscribing member institutions only.
520			_aIn their edited volume Writing for Professional Development , Giulia Ortoleva, Mireille Bétrancourt and Stephen Billett provide a range of contributions in which empirical research, instructional models and educational practice are used to explore and illuminate how the task and process of writing can be used as tools for professional development. Throughout the volume, two main perspectives are considered: learning to write professionally and writing to learn the profession, both for initial occupational preparation and ongoing development within them. The contributions consider a range of fields of professional practice, across sectors of education, starting from the premises that the role of writing as evolved in all occupational domains, becoming a key activity in most workplaces. Contributors are: Cecile M. Badenhorst, Elena Boldrini, Esther Breuer, Inês Cardoso, Alberto Cattaneo, Peter Czigler, Jessica Dehler, Pauline Glover, Terri Grant, Jean-Luc Gurtner, Jacqueline Hesson, Ashgar Iran-Nejad, Rhonda Joy, Ann Kelly, Merja Kurunsaari, Xumei Li, Laetitia Mauroux, Heather McLeod, Elisa Motta, Astrid Neumann, Julian Newman, Sigrid Newman, Sharon Penney, Luísa Alvares Pereira, Sarah Pickett, Iris Susana Pires Pereira, Anna Perréard Vité, Arja Piirainen, Elisa Redondi, Sabine Vanhulle, Ray Smith, Kirk P. H. Sullivan, Linda Sweet, Païvi Tynjälä, Dorothy Vaandering, Rebecca Woodard, and Gabrielle Young.
650		0	_aAuthorship _xVocational guidance.
700	1		_aOrtoleva, Giulia.
700	1		_aBetrancourt, Mireille.
700	1		_aBillett, Stephen.
776	0	8	_iPrint version: _tWriting for Professional Development _dLeiden, Boston : BRILL, 2016, _z9789004264823
830		0	_aStudies in Writing _v32.
830		0	_aLanguage and Linguistics E-Books Online, Collection 2015, ISBN: 9789004287457.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004264830
999			_c22806 _d22806