Learning as the Basis for Continuing Professional Education

Daley, Barbara J.; Cervero, Ronald M.

doi:10.1002/ace.20192

Cited by 17 publications

(7 citation statements)

References 28 publications

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“…Three papers were cross-professional studies. Two papers by Daley, a project report (Daley, 2001b) and a journal article (2001a) endorse the principle established by Eraut and Netlibrary (1994) that professional knowledge cannot be characterised in a manner that is independent of how it is learned and how it is used. The cross-professional study of meaningmaking by social workers, lawyers, adult educators and nurses charts the processes by which they consider their practice in the light of provision for continuing professional education and vice versa.…”

Section: The Characteristics Of Research Into Professional Learningmentioning

confidence: 99%

Characteristics of research into professional learning across professions: A mapping review

Baumfield

Bethel

Dowek

et al. 2023

Review of Education

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Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, ‘What does the research literature tell us about the characteristics of research into professional learning across professions?’ We identified and synthesised primary research involving post‐qualification professionals' professional learning. We searched seven databases using terms such as ‘professional learning’, ‘professional development’ and ‘continuing education’ from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross‐professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in ‘style’ between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication.

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Section: The Characteristics Of Research Into Professional Learningmentioning

confidence: 99%

Characteristics of research into professional learning across professions: A mapping review

Baumfield

Bethel

Dowek

et al. 2023

Review of Education

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“…The concept of transfer from the classroom or educational program to the work or ministry context is variously described as "transfer of learning," "transfer of training," "applications process" (Cafferella and Daffron 2013), or simply "application." Especially within professional practice, transfer of learning focuses on how professionals make meaning using the knowledge gained from an educational program within their professional context (Daley 2001;Daley and Cervero 2016). A frequently referenced definition of learning transfer comes from Broad: "The effective and continuing application by learners-to their performance of jobs or other individual, organizational, or community responsibilities-of knowledge and skills gained in learning activities" (1997,2).…”

Section: Definition and Modelsmentioning

confidence: 99%

“…While generalization and maintenance continue to be main dimensions of learning transfer, subsequent research has discerned the importance of "personalization" (Daley 2001(Daley , 2002Daley and Cervero 2016;Baldwin, Ford, and Blume 2009;Blume et al 2017). A personalization perspective recognizes the learner as an active participant in learning and transfer.…”

Section: Dimensions Of Transfer Of Learningmentioning

confidence: 99%

“…In other words, incorporating new knowledge is a recursive, transforming process, rather than a simple, straightforward transfer of information from one context to another. (Daley 2001, 50) Daley and Cervero (2016) build upon Daley's (2001Daley's ( , 2002 earlier work and suggest a model of learning in CPE in which the personalization of transfer occurs through the interaction between the professional's new KSAs (developed through constructivist and transformative learning experiences), the work context, and professional development practice (see Appendix 3). Daley and Cervero's model provides a holistic and integrative view of learning transfer within the professional's experience.…”

Section: Dimensions Of Transfer Of Learningmentioning

confidence: 99%

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Enhancing Transfer of Learning from Seminary Classes to Pastoral Ministry

Nelson

2021

Wabash Journal

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The author provides an overview of the research on transfer of learning and makes application to theological education and pastoral training. The author defines the concept and contextualizes it for clergy education as: the effective and continuing application by student pastors to their performance of ministry of knowledge, skills, attitudes, and beliefs gained through seminary learning activities. The author surveys several of the most significant models of learning transfer, including Baldwin & Ford’s (1988) seminal model, and discusses the three broad variables that affect transfer: individual learner characteristics, the design of the educational program, and the context of the work and ministry environment. The article concludes with ten recommendations for enhancing transfer of learning from seminary classes to pastoral ministry.

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“…It is a kind of high-level supplementary education for professional and technical personnel to update, supplement, expand and improve their knowledge. It is an important part of lifelong learning system [12]. In academic education and non-academic education, higher vocational students prefer the former, that is, continuing education with the emphasis on improving academic qualifications.…”

Section: Introductionmentioning

confidence: 99%

Reflections on Adult Academic Education Based on the Motivation of Higher Vocational Students' Needs for Continuing Education

Yi-hui¹

2019

dtssehs

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Strong internal psychological needs, external pressures of realistic social environment and the demand for sustainable development of individual career make the group of higher vocational students have strong demand for continuing education (preferred adult academic education). Based on this practical problem, this paper analyses the demand motivation of higher vocational students to choose continuing education from four aspects, and discusses the main reason why adult education has become a practical choice for Higher Vocational students. On this basis, from a systematic perspective, this paper analyses adult education and its development in the context of strong demand, and puts forward the development ideas and construction measures of adult education from the perspective of four internal factors and one external environment. In order to continuously improve the attraction of Higher Vocational students, adult (academic) education should focus on standards, quality, paths and methods. Government departments should also strengthen supervision, supervision and support.

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Learning as the Basis for Continuing Professional Education

Abstract: This chapter is an update and expansion of previous work and explores how professionals construct knowledge in the context of their practice by connecting concepts from their experiences and continuing professional education activities.

Cited by 17 publications

References 28 publications

Characteristics of research into professional learning across professions: A mapping review

Characteristics of research into professional learning across professions: A mapping review

Enhancing Transfer of Learning from Seminary Classes to Pastoral Ministry

Reflections on Adult Academic Education Based on the Motivation of Higher Vocational Students' Needs for Continuing Education

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