Dilemmas in continuing professional learning: learning inscribed in frameworks or elicited from practice?

Reich, Ann, Rooney, Donna and Boud, David ORCID: https://orcid.org/0000-0002-6883-2722 (2015) Dilemmas in continuing professional learning: learning inscribed in frameworks or elicited from practice? Studies in Continuing Education, 37 (2) . pp. 131-141. ISSN 1470-126X (doi:10.1080/0158037X.2015.1022717)

Abstract

This paper explores a dilemma in continuing professional learning: the way learning is typically inscribed in continuing professional education (CPE) frameworks differs from that elicited from practice. It examines these differences in relation to both different underlying assumptions about learning and varying epistemological perspectives and, as well as the different purposes of CPE frameworks of professional bodies and organisations. It suggests that the dominant adoption of narrower conceptions of learning in professional organisations’ frameworks ignores understandings about work and learning emerging from recent research in the field of workplace learning and focuses on a view that may privilege formal provision. The paper concludes with suggestions for future research directions in developing alternative continuing professional learning frameworks.

Item Type: Article
Research Areas: A. > Work and Learning Research Centre
Item ID: 21363
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Depositing User: Louis Van Baelen
Date Deposited: 22 Feb 2017 14:35
Last Modified: 18 Jul 2019 16:22
URI: https://eprints.mdx.ac.uk/id/eprint/21363

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