Learning on their own: Vocationally oriented self-directed learning projects

Clardy, Alan

doi:10.1002/1532-1096(200022)11:2<105::aid-hrdq2>3.0.co;2-5

Cited by 60 publications

(70 citation statements)

References 18 publications

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“…The connection between SDL and the learning organization concept (Cho, 2002;Confessore & Kops, 1998), readiness for SDL and occupational categories (Durr et al, 1996), and the types and occurrence of job-related SDL (Clardy, 2000) has also been examined.…”

Section: Influential Conceptions Of Self-directed Learningmentioning

confidence: 99%

The Concept of Self-Directed Learning and Its Implications for Human Resource Development

Ellinger

2004

Advances in Developing Human Resources

157

149

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The problem and the solution. Learners are increasingly being challenged to assume more responsibility for their own learning and development in work organizations. Although the concept of self-directed learning (SDL) has a rich history of research and practice in the adult education field, it has not received considerable attention in the context of HRD. Therefore, this article will introduce SDL and overview its various conceptualizations, examine approaches and techniques that can be used in HRD practice, and suggest how future research can extend our understanding of SDL in the context of HRD.

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Section: Influential Conceptions Of Self-directed Learningmentioning

confidence: 99%

The Concept of Self-Directed Learning and Its Implications for Human Resource Development

Ellinger

2004

Advances in Developing Human Resources

157

149

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“…Eteläpelto, Vähäsantanen, Hökkä, and Paloniemi (2013) argue that professional agency is needed to develop the work of teachers at both classroom and school level, for professional learning, and for renegotiating their professional identities in changing educational practices. It is generally agreed that the way teachers act, develop themselves, and learn from and through their work in schools is influenced by personal factors, including the way they (want to) see themselves as teachers (self-image), and the educational context (or environment) in which they work (Beijaard, Meijer, & Verloop, 2004;Clardy, 2000;Day, Sammons, Stobart, Kington, & Gu, 2007;Kelchtermans, 2009;Lasky, 2005;Scribner, 1999;Van Eekelen, Vermunt, & Boshuizen, 2006). Teachers' sense of their professional selves influences how they practice agency at work (Vähäsantanen & Eteläpelto, 2011).…”

Section: Introductionmentioning

confidence: 99%

Characteristics of teachers as change agents

Heijden

Geldens

Beijaard

et al. 2015

Teachers and Teaching

164

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“…Development objectives should be chosen voluntarily (Clardy, 2000). Many people would say that objectives are for sure voluntary, as long as they are developed by them.…”

Section: Education and Students' Development Plans-a Brief Literaturementioning

confidence: 99%

Self-awareness and personal development plans of students

Radu

2017

PROSOC

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As students are highly influenced in the learning process by their emotions, they also need a proper time for self-reflection. This paper aims to present the main insights of business students in the Bucharest University of Economic Studies, Romania when challenged to set their personal development plans, after reflecting on their own strengths and weaknesses observed especially through JOHARI window used in class and three self-assessment questionnaires-drivers (working styles), career anchors and Belbin (team roles). Building personal development plans is an important step in the educational process. Although not taken at its real value because of the young age of the students, it is an activity that should be considered each semester, very well linked to the management discipline and to the career development of students/future graduates.

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Learning on their own: Vocationally oriented self-directed learning projects

Cited by 60 publications

References 18 publications

The Concept of Self-Directed Learning and Its Implications for Human Resource Development

The Concept of Self-Directed Learning and Its Implications for Human Resource Development

Characteristics of teachers as change agents

Self-awareness and personal development plans of students

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