Professional Development. Symposium 26. [AHRD Conference, 2001].

Titel	Professional Development. Symposium 26. [AHRD Conference, 2001].
Quelle	(2001), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Critical Thinking; Educational Practices; Educational Research; Educational Strategies; Educational Theories; Experiential Learning; Foreign Countries; Goal Orientation; Human Resources; Information Technology; Labor Force Development; Learning Processes; Learning Theories; Literature Reviews; Postsecondary Education; Problem Based Learning; Problem Solving; Professional Continuing Education; Professional Development; Reflective Teaching; Research Design; Theory Practice Relationship; Training Methods; United Kingdom; United States + Suchen Sie Ihr Suchwort? Kritisches Denken; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Educational theory; Theory of education; Bildungstheorie; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Zielorientierung; Zielvorstellung; Humankapital; Informationstechnologie; Arbeitskräftebestand; Learning process; Lernprozess; Learning theory; Lerntheorie; Post-secondary education; Tertiäre Bildung; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Berufsfeldbezogener Unterricht; Weiterbildung; Forschungsdesign; Theorie-Praxis-Beziehung; Didaktik; Trainingsmaßnahme; Großbritannien; USA
Abstract	This document contains three papers on professional development. "An Inquiry into the Continuing Professional Education of Information Technology Workers" (David D. Branigan) reports on a study in which the model of the critically reflective teacher was used to examine the practice of continuing education for the information technology profession. A set of assumptions about developers, instructors, and learners was formulated and analyzed for their alignment with similar concepts rooted in the literature and through interviews with developers, instructors, and learners. Finally, educational criticism and connoisseurship was used to provide a description of current practice. "The Relationship between Professional Learning and Continuing Professional Development in the UK: The Implications for a Research Design" (Jean Woodall, Stephen Gourlay) provides a critical review of theories of professionals' learning processes and the ways in which they manage their learning when in professional practice. "A Comparative Analysis of Problem-Based Approaches to Professional Development" (Margaret C. Lohman) presents the results of a literature review of the following problem-based approaches to professional development: case study; goal-based scenario; problem-based learning; and action learning. Key differences in the nature of the case problems and training strategies used in the approaches were identified and shown to result in different training outcomes. All three papers include substantial bibliographies. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC