Learning and Professional Practice: A Study of Four Professions

Transfer of learning for state court judges: maximising the context

“…It appears that the principles of adult education instituted by the State Justice Institute and practiced by judicial educators across the US have set the stage for transfer of learning for judges. As Daley (2001) has found in her research and this study shows, for knowledge to become meaningful in professional practice, the educator needs to understand the context for learning to take place, and then put it into place. For this group of professionals, the context is a discussion with their peers about concepts learned at the training site.…”

“…For information to be transferred to practice the learner uses the new information they have gained through training and make meaning out of it. Daley (2001) says that a case can be made for 'meaningmaking' or that information is transferred.…”

Professional competence and continuing professional development in accounting: professional practice vs. non-practice

“…However, while there is broad general support, there is also concern about how to engage with it (Cervero & Azzaretto, 1990;Sadler-Smith & Badger, 1998) and the actual experience of learning by professionals is 'still poorly understood' (Webster-Wright, 2009, p. 704). Professionals appear to construct their learning as an ongoing process by moving back and forward between CPD events and significant periods of practical experience, thus undergoing both formal and informal learning (Daley, 2001;Eraut, 2001). Formal learning is regarded as that which has 'a beginning and an end' and is intentional from the learner's perspective (Wenger, 1998, p. 3).…”

Continuing Professional Education for Japanese Government Officials: Study Destinations and Motivational Factors

“…If employers perceive advanced degree holders as highly skilled and deserving of higher pay, they willingly provide financial support for their current employees to acquire higher degrees (Grogger & Eide, 1995;Bills & Wacker, 2003). Rowden (1996) discovered that American employers spend billions of dollars on CPE programs every year for formal employee training and education (as cited in Daley, 2001). Yet, previous research on the U.S. labor market has paid little attention to this form of investment or to employers' willingness to support the participation of their workers in formal programs at higher education institutions (Bills & Wacker, 2003 (Darkenwald & Merriam, 1982).…”