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

Reich, A; Rooney, D; Boud, D

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

Reich, A

Rooney, D

Boud, D

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Publication Type:: Journal Article
Citation:: Studies in Continuing Education, 2015, 37 (2), pp. 131 - 141
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Reich, A https://orcid.org/0000-0002-1051-0261	en_US
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.date.available	2020-05-25T19:26:35Z
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Studies in Continuing Education, 2015, 37 (2), pp. 131 - 141	en_US
dc.identifier.issn	0158-037X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/36903
dc.identifier.uri	http://hdl.handle.net/10453/35449
dc.description.abstract	© 2015 Taylor & Francis. 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 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.	en_US
dc.relation.ispartof	Studies in Continuing Education	en_US
dc.relation.isbasedon	10.1080/0158037X.2015.1022717	en_US
dc.subject.classification	Education	en_US
dc.title	Dilemmas in continuing professional learning: learning inscribed in frameworks or elicited from practice	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	37	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	37	en_US

Abstract:

© 2015 Taylor & Francis. 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 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.

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http://hdl.handle.net/10453/35449