Activities |
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x | |
Boxes |
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xii | |
Acknowledgements |
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xiv | |
Introduction |
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1 | (1) |
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Why The Task-Centred Book? |
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1 | (1) |
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Supporting the development of practice |
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2 | (1) |
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2 | (1) |
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3 | (1) |
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An introduction to the portfolios |
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4 | (3) |
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7 | (17) |
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Development: the origins and background of task-centred practice |
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7 | (1) |
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8 | (1) |
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The building blocks of task-centred practice |
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9 | (4) |
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13 | (2) |
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15 | (3) |
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Task-centred work in varied settings |
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18 | (1) |
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Developing task-centred practice: the challenge |
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18 | (3) |
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Developing task-centred practice: the opportunity |
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21 | (1) |
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22 | (1) |
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23 | (1) |
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24 | (21) |
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Studying task-centred practice: an outline of a model |
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24 | (1) |
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How do we choose between different models? |
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25 | (3) |
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28 | (2) |
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30 | (12) |
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42 | (1) |
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Choosing task-centred work |
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43 | (1) |
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Building a new professionalism |
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43 | (1) |
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44 | (1) |
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44 | (1) |
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45 | (16) |
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Analysing task-centred practice |
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45 | (1) |
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Task-centred practice examples |
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46 | (1) |
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Partnership and communication |
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47 | (4) |
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51 | (2) |
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53 | (1) |
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54 | (5) |
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59 | (1) |
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60 | (1) |
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61 | (24) |
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Teaching task-centred practice |
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61 | (1) |
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A structure to teach task-centred practice |
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62 | (3) |
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Class-based models of teaching task-centred practice |
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65 | (1) |
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65 | (4) |
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An example training course |
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69 | (12) |
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Putting it all into practice |
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81 | (3) |
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84 | (1) |
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84 | (1) |
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85 | (16) |
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Starting where the learner is |
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85 | (4) |
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89 | (3) |
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92 | (3) |
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95 | (4) |
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99 | (1) |
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100 | (1) |
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101 | (28) |
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101 | (5) |
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Partnership, authority, power and oppression |
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106 | (4) |
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110 | (6) |
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116 | (5) |
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121 | (7) |
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128 | (1) |
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128 | (1) |
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129 | (22) |
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129 | (2) |
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131 | (8) |
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Recording task-centred work |
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139 | (3) |
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Evaluating the work as a whole |
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142 | (3) |
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145 | (5) |
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150 | (1) |
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150 | (1) |
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151 | (15) |
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Supporting task-centred practice |
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151 | (1) |
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Research, knowledge and practice |
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152 | (1) |
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The professional agency as a learning organisation |
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153 | (3) |
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A developmental workplace |
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156 | (2) |
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158 | (1) |
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159 | (1) |
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160 | (3) |
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163 | (2) |
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165 | (1) |
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165 | (1) |
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166 | (8) |
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Continuing to develop task-centred practice |
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166 | (2) |
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How do we know it is `task-centred' -- and does it matter? |
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168 | (2) |
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An agenda for redevelopment |
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170 | (1) |
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Task-centred practice's potential |
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171 | (1) |
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172 | (2) |
Appendix: Example answers to selected activities in the book |
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174 | (9) |
References |
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183 | (5) |
Index |
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188 | |