Only Qualifications Count: Exploring Perceptions of Continuing Professional Development within the Career Guidance Sector

Autor/in	Neary, Siobhan
Titel	Only Qualifications Count: Exploring Perceptions of Continuing Professional Development within the Career Guidance Sector
Quelle	In: British Journal of Guidance & Counselling, 44 (2016) 4, S.466-476 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2016.1180665
Schlagwörter	Career Development; Classification; Professional Continuing Education; Graduate Study; Models; Case Studies; Professional Associations; Foreign Countries; Guidance; Career Counseling; Counselor Training; Graduate Students; Student Attitudes; Online Surveys; United Kingdom + Suchen Sie Ihr Suchwort? Berufsentwicklung; Classification system; Klassifikation; Klassifikationssystem; Berufsfeldbezogener Unterricht; Weiterbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Analogiemodell; Case study; Fallstudie; Case Study; Ausland; Beratung; Graduate Study; Student; Students; Studentin; Schülerverhalten; Großbritannien
Abstract	This paper explores the views of a group of career development practitioners undertaking a postgraduate qualification as a form of continuing professional development (CPD). It offers insights into how these practitioners perceive and view different forms of CPD. A case study methodology was adopted to gather examples of the CPD activities practitioners engaged in and the value placed on these in supporting the development of professional practice. Their views were synthesised to create a typology representing a differentiated model of CPD. The model proposes three types of CPD: operational, experiential and formal. Formal CPD is perceived as having the highest value in developing professional practice. The study supports a deeper understanding of how careers practitioners engage with and understand CPD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01