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This includes curriculum models and pedagogic practices that support these purposes. Through these contributions, this book explores ways in which learning through practice can be conceptualised, enacted, and appraised through an elaboration of the kinds of traditions, purposes, and processes that support this learning. Hence, the fresh views about and appraisals of what we know about practice settings, and how these might be progressed to secure effective outcomes for learners advanced through the contributions of this edited volume are timely and most welcomed. Hence, at this time, there is a wide and growing interest in the kinds of learning experiences provided in practice settings - usually workplaces or work settings - which are essential for developing the knowledge required to effectively practice occupations.

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In particular, occupational practice and experiences in practice settings are now being used as a vehicle for professional development and, increasingly in educational processes organised by universities, technical colleges, and professional bodies, which are promoting practice settings and activities as sites and the focus for learning experiences.

Yet, beyond their use in initial occupational preparation, there is a wider set of considerations about the utility of practice-based experiences for the promotion of ongoing development across working life. Yet, there is now a growing interest in occupationally specific higher education programs of all kinds now providing these kinds of experiences for novice practitioners, which makes the contributions of this book important.

Indeed, most trades and professions have a requirement for individuals to engage in an extensive period of practice prior to being accepted as a tradesperson or professional. Of course, the worth of contributions from practice settings and experiences with authentic instances of occupational practice has been long acknowledged in the major professions and trades. Much of this interest is directed towards augmenting students' learning within vocational or higher education programs of initial occupational preparation or those for professional development (i.e., further development of occupational knowledge across working life). There is a growing interest in practice-based learning in countries with both advanced and developing economies.