Learning in Professional Practice

Daley, Barbara J.

doi:10.1002/ace.8604

Cited by 39 publications

(37 citation statements)

References 15 publications

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“…It is evident that these concepts are related and should be integrated in learning through CPD. Daley's (2000) critique on CPD initiatives that focus on the attainment of technical skills and the adoption of innovation -which resulted in CPD programmes that tried to provide up-to-date information, rather than to cultivate lifelong learning -led to the development of the Expanded Model of Learning in Continuing Professional Education. This model builds on the model proposed by Cervero (1988) and integrates the concepts identified by Lockhart (2004), Gonzales (1998) and Confessore and Confessore (1994).…”

Section: Literaturementioning

confidence: 99%

Continuing Professional Development (CPD) of lecturers in the natural sciences: Enhancing the quality of learning

Frick

Kapp

2006

Education as Change

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Continuing Professional Development (CPD) is often seen as a miracle cure to ensure competence, accountability, professionalism and lifelong learning in professions. However, critics warn that unless the quality of the learning that takes place in CPD can be ensured, it will not live up to expectations. This article focuses on six principles that can serve to enhance the quality of learning in CPD of lecturers in the natural sciences. It presents CPD as a viable option to promote professional excellence. A study amongst lecturers in the natural sciences at the University of Stellenbosch is used to underscore the principles presented in this article.

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Section: Literaturementioning

confidence: 99%

Continuing Professional Development (CPD) of lecturers in the natural sciences: Enhancing the quality of learning

Frick

Kapp

2006

Education as Change

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“…Early on, Tenkasi and Boland (1993) linked meaning-making, organisational learning, and cognition with respect to organisational change. Daley (2000) has linked constructivism and transformational learning to meaning-making through the process of critical reflection. Finally, see Miller-Young and Boman's (2017) insightful work on constructing, deconstructing, and reconstructing thinking and learning v See Geiger and Antonacopoulou (2009) for an interesting and relevant article on blindspots.…”

Section: Parting Thoughtsmentioning

confidence: 99%

Critical Learnership: A New Perspective on Learning

Hays

Reinders

2018

IJLTER

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Abstract. To keep abreast of technological innovations, social change, and advances in subject matter knowledge, professional practitioners must continually learn. To solve new and different problems and capitalise on emerging opportunities that arise in practice requires learning. Tendencies to learn and solve problems on one's own are limiting and unsustainable. Thus, more collaborative, extensible, and sustainable approaches to learning and change are necessary. To this end, the authors present an emerging perspective on sustainable and collaborative learning, innovation, and transformation-Critical Learnership. Critical Learnership involves shared and continuous critique and challenge of existing ways of thinking, doing, and being, while building autonomy and self-direction. It draws on theories and principles of adult learning and professional development, sustainability and ecology, adaptive systems, organisational learning, and selfdetermination. At its essence, Critical Learnership is a critical, active mindset towards finding sustainable solutions to everyday problems. The skills and strategies of Critical Learnership are necessary for and help to achieve lifelong and life-wide learning. The article lays out the need for a new direction in the way we attempt to understand and encourage learning, describes how Critical Learnership may enable us to venture down this path, and discusses its implications for individuals, organisations, and society as a whole.

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“…Through proactive engagement in experimentation, teachers are capable of transferring what they have known to the settings in which their knowledge, skills and dispositions are also continuously refined (Daley, 2000;Putnam & Borko, 2000). The experiences of experimenting new ideas, methods and skills in processes of teaching attributes to teachers' evaluation of the effects of their instructional practices, and offers teachers opportunities to pursue and reflect on the meanings of their practices (Kolb, 2014).…”

Section: H1mentioning

confidence: 99%

“…Beauchamp, Klassen, Parsons, Durksen & Taylor, 2015;Daley, 2000) on TLC and teacher self-efficacy (TSE) to inform the research hypothesis in this study. To increase TCPL is conducive to promote teachers' competences in developing and conducting activities of reflective dialogue and collaborative learning, so as to continuously improve learning and teaching practices (Zhang & Pang, 2016).…”

Section: H1mentioning

confidence: 99%

Relationship between teacher capacity of professional learning and teacher self-efficacy: Evidence from structural equation modelling

Huang

Pang

2018

PROSOC

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When equipped with strong professional learning capacity, teachers are capable of enhancing their efficacy in teaching. However, existing research has seldom revealed how teacher capacity of professional learning influences teacher self-efficacy. This study aims to explore the relationship between teacher capacity of professional learning (TCPL) and teacher self-efficacy (TSE). A convenience sampling methods was used in this study to collect data. Structural equation modelling was employed to analyse and validate the relationship between TCPL and TSE. Results show that teacher professional consciousness positively predicted teacher engagement in experimentation. Teacher professional consciousness positively predicted teacher professional reflection. Teacher engagement in experimentation positively predicted teacher professional reflection. Teacher professional reflection positively influenced TSE. Teacher professional consciousness indirectly predicted TSE through professional reflection. Teacher engagement in experimentation indirectly predicts teacher self-efficacy through professional reflection.

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Learning in Professional Practice

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

Cited by 39 publications

References 15 publications

Continuing Professional Development (CPD) of lecturers in the natural sciences: Enhancing the quality of learning

Continuing Professional Development (CPD) of lecturers in the natural sciences: Enhancing the quality of learning

Critical Learnership: A New Perspective on Learning

Relationship between teacher capacity of professional learning and teacher self-efficacy: Evidence from structural equation modelling

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