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Published in 1983. The concept of education has generally been assumed to relate to childhood and it is only with more recent developments in the field of adult learning that it has been recognised that education can take place at any stage in life. One of the main intentions of this book is to examine the concept of education from the perspective of the education of people in a wide variety of professions. It is suggested that education be defined as any planned series of incidents, having a humanistic basis directed towards the participants’ learning and understanding. The aims, curricula and methods of appraisal of professional education in the light of this definition are then considered. Although dealing with professional forms of learning for the most part, this book should be of interest to all educators, trainers and administrators responsible for the implementation of educational policies and programmes in higher, further and continuing education.
Combining an accessible presentation of the underlying theory of transfer of learning which explains how to put theory into practice, this is a text which is relevant to 'teaching for transfer' in any professional or vocational context. The first part of the book looks at: * what transfer of learning means * how it operates * the implications for teaching * issues such as assessment, competence, outcomes. In the second part contributors present case studies from social work which show how specific teaching methods can be successfully used to make the maximum use of the student's previous experience. These include: * personal construct psychology * enquiry and action learning * intentional observation * critical incident analysis * reflective diaries * process recording * information technology. Information on each teaching method is presented in enough detail to allow the educator to go away and use it.
This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.
The practice of Continuing Professional Education must be based on the concept of profession. In Malaysia, the concept of profession is academically still in its infancy and the practice is closely related to the providers philosophies of profession. The author, Dr Balan Dass has done an excellent job in describing the factors influencing the practice of CPE in Malaysia and at the same time explaining the concept of profession in this book. This book should be the guide for both theory and practice of CPE in Malaysia Professor Dr. Shamsuddin Ahmad, School of Extension Education University Putra Malaysia Dr. Balan Dass has covered all aspects of how a professional provider should conduct and up-date continuing professional education (CPE) programmes. The book is a must read for all professional providers. It offers fresh insights to professional providers on re-examining programme planning and evaluation, collaboration and policies. It is a timely piece on how professionals in their industry can up-date and up-skill their expertise. Datuk Professor Dr. John Antony Xavier, Principal Fellow, Graduate School of Business, Universiti Kebangsaan Malaysia (National University of Malaysia)
Sponsored by the American Association of Adult & Continuing Education"This monumental work is a testimony to the science of adult education and the skills of Wilson and Hayes. It is a veritable feast for nourishing our understanding of the current field of adult education. The editors and their well-chosen colleagues consistently question how we know and upon what grounds we act. They invite us to consider not only how we can design effective adult education, but also why we practice in a particular socio-economic context." --Jane Vella, author of Taking Learning to Task and Learning to Listen, Learning to Teach "This new handbook captures the exciting intellectual and professional development of our field in the last decade. It is an indispensable resource for faculty, students, and professionals." --Jack Mezirow, emeritus professor, Adult and Continuing Education, Teachers College, Columbia University For nearly seventy years, the handbooks of adult and continuing education have been definitive references on the best practices, programs, and institutions in the field. In this new edition, over sixty leading authorities share their diverse perspectives in a single volume--exploring a wealth of topics, including: learning from experience, adult learning for self-development, race and culture in adult learning, technology and distance learning, learning in the workplace, adult education for community action and development, and much more. Much more than a catalogue of theory and historical facts, this handbook strongly reflects the values of adult educators and instructors who are dedicated to promoting social and educational opportunity for learners and to sustaining fair and ethical practices.
This book offers a history of Continuing Professional Development (CPD) in the Australian context. It presents an approach that links the development of CPD to a series of 'missed opportunities' and the identification of three key themes (mandatory CPD, competencies and regulation/registration) as well as with national regulation for select health professions. It not only relates the evolution of CPD in Australia but also serves as a guide to examining the situation in other countries and the emergence of CPD in individual professions. CPD has been provided for many decades, but it has not been rated as a 'high priority' or a key area of provision and has not been the focus of discussions or disputes in the higher education sector or in vocational education circles. Nevertheless in describing CPD's development, evidence is presented that CPD has made a significant contribution to the broad field of vocational education.
This book provides the reader with an overview of the evolution of career and technical education in California over the 20th century and some insight as to its strengths and weaknesses as well as the challenges it faces in the new millennium. This book delves into why career and technical education/vocational education are so important and needed in California’s public schools. Among the things it looks at are “What is vocational education?” “What are the benefits of vocational education, and in particular, to the student?” and “Why does California need vocational education?” Section one of this book discusses the historical foundation of career and technical education in California starting from the beginning of 1900 to 2000. Section two contains research on the 21st century workforce and the community college’s CTE programs and role in the economy. This book provides a forum and voice for scholars in California. It allows us to learn and understand how career and technical education was viewed at the beginning of its foundation, its curriculum, and its impact on the California labor force today. It also looks at the labor market disadvantages we are facing due to lack of proper structures in the CTE programs across the State.