Critically Reflective Work Behaviour within Autonomous Professionals' Learning Communities

Autor/inn/en	de Groot, Esther; van den Berg, B. A. M.; Endedijk, M. D.; van Beukelen, P.; Simons, P. R. J.
Titel	Critically Reflective Work Behaviour within Autonomous Professionals' Learning Communities
Quelle	In: Vocations and Learning, 4 (2011) 1, S.41-62 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-010-9048-z
Schlagwörter	Communities of Practice; Employees; Allied Health Personnel; Delphi Technique; Expertise; Attitude Measures; Meetings; Collegiality; Design; Behavior Change; Interaction + Suchen Sie Ihr Suchwort? Community; Employee; Arbeitnehmer; Beschäftigter; Delphi-Methode; Expert appraisal; Meeting; Tagung; Kollegialität; Interaktion
Abstract	Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. This study explores design principles (DPs) that could act as social affordances for CRWB, within the context of healthcare professionals. From the literature, 28 DPs were deduced. In an online Delphi study, 12 experts gave their opinions about these. To explore strategies for implementation of these DPs, a face-to-face expert discussion meeting was organized. The Delphi study resulted in a subset of 13 DPs considered to be relevant for CRWB. Some of the design principles were confirmed or reformulated, others were considered to be unimportant. Exploration of strategies for implementation confirmed the importance of having moderators from within the group. The results of this study, combining issues of design and implementation, could contribute to the discussion about the support and set-up of learning communities for autonomous professionals. A framework for behavioural change is considered that could help to understand why these DPs should influence participants' interaction. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01