Pub Date : 2022-11-23DOI: 10.1177/14779714221140925
Driss Ait Ali, Mohamed Fazaz, Brahim Ounaceur, Brahim El Houate, Mohamed El Koutbi, Abdelaati El Khiat, Fatima‐Zahra Senhaji
In order to stay up-to-date in the nursing field, nurses must pursue continuous education. This study examined nurses’ motivations to take part in continuing education activities by conducting a survey amongst a sample of nurses employed in two hospitals in south-east Morocco. The survey was carried out using a two-part self-administered questionnaire. Out of 144 nurses who received the questionnaire, 118 (84%) replied. The results showed that the majority of nurses have never participated in a continuing education session in the last 3 years. Respondents’ motivation for continuing education was mainly intrinsic, with the emphasis on factors related to professional competence and knowledge seeking. The use of such results can therefore be of great use to both managers and practitioners in planning continuing education programmes. However, it is desirable that more studies take place to investigate further the issue of continuing education with the aim of promoting and developing professional nursing skills.
{"title":"Motivational factors influencing nurses’ participation in continuing education sessions: A hospital-based study","authors":"Driss Ait Ali, Mohamed Fazaz, Brahim Ounaceur, Brahim El Houate, Mohamed El Koutbi, Abdelaati El Khiat, Fatima‐Zahra Senhaji","doi":"10.1177/14779714221140925","DOIUrl":"https://doi.org/10.1177/14779714221140925","url":null,"abstract":"In order to stay up-to-date in the nursing field, nurses must pursue continuous education. This study examined nurses’ motivations to take part in continuing education activities by conducting a survey amongst a sample of nurses employed in two hospitals in south-east Morocco. The survey was carried out using a two-part self-administered questionnaire. Out of 144 nurses who received the questionnaire, 118 (84%) replied. The results showed that the majority of nurses have never participated in a continuing education session in the last 3 years. Respondents’ motivation for continuing education was mainly intrinsic, with the emphasis on factors related to professional competence and knowledge seeking. The use of such results can therefore be of great use to both managers and practitioners in planning continuing education programmes. However, it is desirable that more studies take place to investigate further the issue of continuing education with the aim of promoting and developing professional nursing skills.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41933953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1177/14779714221096175
Damien Homer
The COVID-19 pandemic has had a profound effect on university students across the world. In a short period of time from 2020 to 2022, Higher Education Institutions (HEIs) had to pivot their modes of delivery to ensure they could meet the needs of their students. The move to digital platforms has been challenging for students from all ages, but particularly mature students. This study sought to explore mature students’ experiences of university during the COVID-19 pandemic through the lens of the Community of Inquiry (CoI) model. Utilising a qualitative approach, twenty semi-structured interviews were conducted with students from across the University of Warwick. The interviews were conducted by a staff member and a mature student during the pandemic and four themes were identified: Adapting to online learning, relationships, external factors and response of the university. This research study has identified that some participants responded well to the emergency situation, others had caring responsibilities which impacted on their studies but that peer relationships and collaborative learning is key to their success.
{"title":"Mature Students’ Experience: A Community of Inquiry Study during a COVID-19 Pandemic","authors":"Damien Homer","doi":"10.1177/14779714221096175","DOIUrl":"https://doi.org/10.1177/14779714221096175","url":null,"abstract":"The COVID-19 pandemic has had a profound effect on university students across the world. In a short period of time from 2020 to 2022, Higher Education Institutions (HEIs) had to pivot their modes of delivery to ensure they could meet the needs of their students. The move to digital platforms has been challenging for students from all ages, but particularly mature students. This study sought to explore mature students’ experiences of university during the COVID-19 pandemic through the lens of the Community of Inquiry (CoI) model. Utilising a qualitative approach, twenty semi-structured interviews were conducted with students from across the University of Warwick. The interviews were conducted by a staff member and a mature student during the pandemic and four themes were identified: Adapting to online learning, relationships, external factors and response of the university. This research study has identified that some participants responded well to the emergency situation, others had caring responsibilities which impacted on their studies but that peer relationships and collaborative learning is key to their success.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"333 - 353"},"PeriodicalIF":1.9,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49204883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1177/14779714211070307
Morakinyo Akintolu, Chinaza Uleanya, M. Letseka
Education is a major tool for development and equalizer. This somewhat accounts for the quest for education, at various levels, including adults who were unable to attain an education degree earlier in life. Thus, Adult Education and Training (AET) programmes are established in different community centres to promote adult literacy in different parts of the world inclusive of South Africa. However, many AET community centres tend not to be achieving the aim for their establishment due to various challenges. Hence, this study examined the challenges that are facing adult community learning centres using KwaZulu-Natal Province of South Africa following that it has one of the highest rates of illiteracy that causes unemployment and poverty. Social Cognitive Theory was employed for theoretical framework. Qualitative method was adopted for the study; hence, face-to-face interviews were conducted for nine purposively selected centre managers from both rural and urban KwaZulu-Natal. The collected data was coded and thematically analysed. The findings show that adult learners, facilitators and government factors inhibit the community learning centres progress. Meanwhile, centre managers strive to support adult community learning by involving different stakeholders in adult education and prioritize same. The study recommends amongst others the adoption of systemic approach where visions of AET are clearly stated to all stakeholders such as learners, facilitators, and the government.
{"title":"Examining key challenges in the programmes of adult community learning centres in KwaZulu-Natal","authors":"Morakinyo Akintolu, Chinaza Uleanya, M. Letseka","doi":"10.1177/14779714211070307","DOIUrl":"https://doi.org/10.1177/14779714211070307","url":null,"abstract":"Education is a major tool for development and equalizer. This somewhat accounts for the quest for education, at various levels, including adults who were unable to attain an education degree earlier in life. Thus, Adult Education and Training (AET) programmes are established in different community centres to promote adult literacy in different parts of the world inclusive of South Africa. However, many AET community centres tend not to be achieving the aim for their establishment due to various challenges. Hence, this study examined the challenges that are facing adult community learning centres using KwaZulu-Natal Province of South Africa following that it has one of the highest rates of illiteracy that causes unemployment and poverty. Social Cognitive Theory was employed for theoretical framework. Qualitative method was adopted for the study; hence, face-to-face interviews were conducted for nine purposively selected centre managers from both rural and urban KwaZulu-Natal. The collected data was coded and thematically analysed. The findings show that adult learners, facilitators and government factors inhibit the community learning centres progress. Meanwhile, centre managers strive to support adult community learning by involving different stakeholders in adult education and prioritize same. The study recommends amongst others the adoption of systemic approach where visions of AET are clearly stated to all stakeholders such as learners, facilitators, and the government.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"595 - 614"},"PeriodicalIF":1.9,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66020524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1177/14779714221135655
S. Itasanmi
This study investigated determinants of the behavioural intention of Open Distance Learning (ODL) students to use digital tools and resources for learning in Nigeria. The study utilized an online questionnaire to gather data from 522 ODL students from an ODL institution in Nigeria. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the main framework used for the analysis in which attitude was included as an additional variable to seek out a much better model capable of improving the understanding of ODL students’ behavioural intention to use digital tools and resources for learning. Thus, an extended UTAUT model was developed and tested in this study. The model consisted of six constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude and behavioural intention. A Partial Least Square-Structural Equation Modelling (PLS-SEM) was used for data analysis. Results revealed that the proposed model successfully explained critical factors that determine ODL students’ behavioural intention to use digital tools and resources for learning. The study suggested that attitude, performance expectancy and facilitating conditions are the major determinants of behavioural intention to use digital tools and resources but attitude is the most prominent factor. Thus, implications and suggestions for further studies were highlighted.
{"title":"Determinants of the Behavioural Intention of Open Distance Learning Students to Use Digital Tools and Resources for Learning in Nigeria","authors":"S. Itasanmi","doi":"10.1177/14779714221135655","DOIUrl":"https://doi.org/10.1177/14779714221135655","url":null,"abstract":"This study investigated determinants of the behavioural intention of Open Distance Learning (ODL) students to use digital tools and resources for learning in Nigeria. The study utilized an online questionnaire to gather data from 522 ODL students from an ODL institution in Nigeria. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the main framework used for the analysis in which attitude was included as an additional variable to seek out a much better model capable of improving the understanding of ODL students’ behavioural intention to use digital tools and resources for learning. Thus, an extended UTAUT model was developed and tested in this study. The model consisted of six constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude and behavioural intention. A Partial Least Square-Structural Equation Modelling (PLS-SEM) was used for data analysis. Results revealed that the proposed model successfully explained critical factors that determine ODL students’ behavioural intention to use digital tools and resources for learning. The study suggested that attitude, performance expectancy and facilitating conditions are the major determinants of behavioural intention to use digital tools and resources but attitude is the most prominent factor. Thus, implications and suggestions for further studies were highlighted.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"124 - 146"},"PeriodicalIF":1.9,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-15DOI: 10.1177/14779714221135360
M. Osborne
This bumper issue begins with fi ve articles, all concerned with adult learning and the impacts of COVID-19. As Osborne (2022, p. 95) has reported, ‘ Novel pedagogical approaches to ensure against learning loss, particularly using digital approaches and concomitant support for teachers and parents, have become commonplace during the COVID-19 pandemic ’ . However less attention has been given to potential learning loss experienced by adults; these articles are therefore a welcome contribution to debates concerning the effect of the pandemic. They explore respectively e-learning experiences and gender effects in Ghana ( Olivia Kwapong ), mature student experiences in the UK (Damien Homer), part-time learner satisfaction in Malta ( Luke Anthony Fiorini, Anna Borg and Manwel Debono ) organisational learning in Finland ( Ilpo Laitinen and Jarkko Ihalainenn ) and issues of mental health and well-being in the US ( Katrina Ru fi no, Stephanie Babb, Ruth Johnson ). Issues of health and well-being are a continuing theme in two other articles in this issue. Denise Calhoun ’ s focus concerns the role of education as a potential approach to halting or delaying cognitive decline in older adults. And in a Higher Education context, Anna Sverdlik, Sonia Rahimi and Robert Vallerand consider ‘ the role of passion in adult university students ’ self-regulated learning and psychological well-being ’ and ‘ the process by which passion shapes these out-comes ’ , amongst older, mainly, US undergraduate students. They report two quantitative studies, and suggest two distinct trajectories for students with regard to academic and personal outcomes, one harmonious, another with more negative outcomes.Otherarticles in the issue also concern higher education as a domain of study at various points in the pathway to progression. Cyril Mbeau - ache,
本期杂志从五篇文章开始，所有文章都涉及成人学习和新冠肺炎的影响。正如奥斯本（2022，第95页）所报告的，“在新冠肺炎大流行期间，确保防止学习损失的新教学方法，特别是使用数字方法和对教师和家长的伴随支持，已经变得司空见惯”。然而，人们对成年人潜在的学习损失关注较少；因此，这些文章对有关疫情影响的辩论是一个值得欢迎的贡献。他们分别探讨了加纳的电子学习经历和性别影响（Olivia Kwapong）、英国的成熟学生经历（Damien Homer）、，马耳他的兼职学习者满意度（Luke Anthony Fiorini、Anna Borg和Manwel Debono）芬兰的组织学习（Ilpo Laitinen和Jarkko Ihalainen）以及美国的心理健康和幸福问题（Katrina Ru fi no、Stephanie Babb、Ruth Johnson）。健康和福祉问题是本期另外两篇文章的主题。Denise Calhoun关注的是教育作为阻止或延缓老年人认知能力下降的潜在方法的作用。在高等教育背景下，Anna Sverdlik、Sonia Rahimi和Robert Vallerand考虑了“激情在成年大学生自我调节学习和心理健康中的作用”，以及“激情塑造这些的过程”，主要是在年长的美国本科生中。他们报告了两项定量研究，并提出了学生在学业和个人成绩方面的两种不同轨迹，一种是和谐的，另一种是消极的。该问题中的其他问题也涉及高等教育作为一个研究领域，在通往进步的道路上处于不同的阶段。Cyril Mbeau-ache，
{"title":"Editorial – COVID-19 responses in adult education, and life beyond","authors":"M. Osborne","doi":"10.1177/14779714221135360","DOIUrl":"https://doi.org/10.1177/14779714221135360","url":null,"abstract":"This bumper issue begins with fi ve articles, all concerned with adult learning and the impacts of COVID-19. As Osborne (2022, p. 95) has reported, ‘ Novel pedagogical approaches to ensure against learning loss, particularly using digital approaches and concomitant support for teachers and parents, have become commonplace during the COVID-19 pandemic ’ . However less attention has been given to potential learning loss experienced by adults; these articles are therefore a welcome contribution to debates concerning the effect of the pandemic. They explore respectively e-learning experiences and gender effects in Ghana ( Olivia Kwapong ), mature student experiences in the UK (Damien Homer), part-time learner satisfaction in Malta ( Luke Anthony Fiorini, Anna Borg and Manwel Debono ) organisational learning in Finland ( Ilpo Laitinen and Jarkko Ihalainenn ) and issues of mental health and well-being in the US ( Katrina Ru fi no, Stephanie Babb, Ruth Johnson ). Issues of health and well-being are a continuing theme in two other articles in this issue. Denise Calhoun ’ s focus concerns the role of education as a potential approach to halting or delaying cognitive decline in older adults. And in a Higher Education context, Anna Sverdlik, Sonia Rahimi and Robert Vallerand consider ‘ the role of passion in adult university students ’ self-regulated learning and psychological well-being ’ and ‘ the process by which passion shapes these out-comes ’ , amongst older, mainly, US undergraduate students. They report two quantitative studies, and suggest two distinct trajectories for students with regard to academic and personal outcomes, one harmonious, another with more negative outcomes.Otherarticles in the issue also concern higher education as a domain of study at various points in the pathway to progression. Cyril Mbeau - ache,","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"309 - 311"},"PeriodicalIF":1.9,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44834490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.1177/14779714221131893
Piseth Neak, Suwithida Charungkaittikul
This research aims to (1) study the current state and needs of the community to enhance participation in community learning centers (CLCs) in Cambodia, and (2) consider the required coverage of guidelines to enhance community participation in CLCs. The research utilized a mixed-method design which conducted a survey with a sample of 28 CLC committee members and 197 community people using stratified random sampling. The quantitative data were analyzed through means [Formula: see text], standard deviation (SD), and Priority Need Index Modified (PNImodified). The in-depth interviews and Likert-scale questionnaires have been conducted with the experts to clarify and confirm the guidelines’ item validity and feasibility. The research found there were few practices and activities of CLC committee members and community people in CLCs as current states are at moderate levels ([Formula: see text] = 2.64, SD = 0.67). Whereas, there was a great demand from CLC committee members and community people to enhance their participation in CLCs as their desirable needs were at a high level ([Formula: see text] = 4.41, SD = 0.66). This study suggests requirements for guidelines which will enhance community participation in CLCs in Cambodia comprising of vision, goals, and guidelines that aim to transform CLCs to become lifelong learning centers by 2030.
{"title":"Guidelines to enhance community participation in community learning Centers in the kingdom of Cambodia","authors":"Piseth Neak, Suwithida Charungkaittikul","doi":"10.1177/14779714221131893","DOIUrl":"https://doi.org/10.1177/14779714221131893","url":null,"abstract":"This research aims to (1) study the current state and needs of the community to enhance participation in community learning centers (CLCs) in Cambodia, and (2) consider the required coverage of guidelines to enhance community participation in CLCs. The research utilized a mixed-method design which conducted a survey with a sample of 28 CLC committee members and 197 community people using stratified random sampling. The quantitative data were analyzed through means [Formula: see text], standard deviation (SD), and Priority Need Index Modified (PNImodified). The in-depth interviews and Likert-scale questionnaires have been conducted with the experts to clarify and confirm the guidelines’ item validity and feasibility. The research found there were few practices and activities of CLC committee members and community people in CLCs as current states are at moderate levels ([Formula: see text] = 2.64, SD = 0.67). Whereas, there was a great demand from CLC committee members and community people to enhance their participation in CLCs as their desirable needs were at a high level ([Formula: see text] = 4.41, SD = 0.66). This study suggests requirements for guidelines which will enhance community participation in CLCs in Cambodia comprising of vision, goals, and guidelines that aim to transform CLCs to become lifelong learning centers by 2030.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42892435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-04DOI: 10.1177/14779714221131831
Maria Arriaza Hult
This article interprets how five left-leaning parties in Sweden and Spain intend to politically socialise their members through the use of educational activities. By applying a framing perspective on interviews with leading party representatives from the five parties, the analysis theoretically illuminates how educational activities can be a tool for mobilisation. While the interviewed party representatives stress that educating their members has several functions for a party, three salient frames about party education are identified in the interview data as follows: education as (i) movement building, (ii) training members and leaders and (iii) deliberative reflection. Categorising the different ways that in which education is understood shows how different political motives are integrated into parties’ education. Hence, the findings emphasise the intermediating role that education plays between a party organisation and its members in left parties.
{"title":"Educating the left – framing party education in Sweden and Spain","authors":"Maria Arriaza Hult","doi":"10.1177/14779714221131831","DOIUrl":"https://doi.org/10.1177/14779714221131831","url":null,"abstract":"This article interprets how five left-leaning parties in Sweden and Spain intend to politically socialise their members through the use of educational activities. By applying a framing perspective on interviews with leading party representatives from the five parties, the analysis theoretically illuminates how educational activities can be a tool for mobilisation. While the interviewed party representatives stress that educating their members has several functions for a party, three salient frames about party education are identified in the interview data as follows: education as (i) movement building, (ii) training members and leaders and (iii) deliberative reflection. Categorising the different ways that in which education is understood shows how different political motives are integrated into parties’ education. Hence, the findings emphasise the intermediating role that education plays between a party organisation and its members in left parties.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"294 - 312"},"PeriodicalIF":1.9,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45414415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-06DOI: 10.1177/14779714221125494
Zan Chen, I. Murphy
This article proposes a framework for capability development of adult educators (AEs) in Singapore. Globalisation, demographic changes and digital innovation, accelerated by the Covid-19 pandemic, have accentuated the importance of adult education and changing role of AEs. The immediate implications of these effects on the professionalism of AEs and the significance of their development trajectories are acute. With an increased focus on the need to ensure AEs are current in both their pedagogic and domain competences, we introduce discussions on the need to develop a conceptual framework to generate a deeper understanding of their knowledge, skills, attitudes, beliefs and practices of AEs. This framework can be used by practitioners as a tool to facilitate professional reflection and development, and by policy makers to support continued improvements to the quality of adult education. Our overall aim is to promote the importance of varied and continued opportunities for the professional development of AEs at policy, organisational and individual levels.
{"title":"Domain and pedagogical competency and currency: A framework for capability development of adult educators","authors":"Zan Chen, I. Murphy","doi":"10.1177/14779714221125494","DOIUrl":"https://doi.org/10.1177/14779714221125494","url":null,"abstract":"This article proposes a framework for capability development of adult educators (AEs) in Singapore. Globalisation, demographic changes and digital innovation, accelerated by the Covid-19 pandemic, have accentuated the importance of adult education and changing role of AEs. The immediate implications of these effects on the professionalism of AEs and the significance of their development trajectories are acute. With an increased focus on the need to ensure AEs are current in both their pedagogic and domain competences, we introduce discussions on the need to develop a conceptual framework to generate a deeper understanding of their knowledge, skills, attitudes, beliefs and practices of AEs. This framework can be used by practitioners as a tool to facilitate professional reflection and development, and by policy makers to support continued improvements to the quality of adult education. Our overall aim is to promote the importance of varied and continued opportunities for the professional development of AEs at policy, organisational and individual levels.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"273 - 293"},"PeriodicalIF":1.9,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48967075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14779714221123603
Moses Njenga
Given its importance and value in ensuring quality education, the Continuing Professional Development (CPD) of teachers draws significant attention from researchers. Research has thus focused on teachers’ CPD practices and the factors influencing those practices. However, a broad theoretical framework that relates teacher CPD participation factors to teacher characteristics and explains their interaction and the resultant CPD practices is yet to be developed. To address this gap, this article reviews literature on teacher CPD and synthesizes an empirically testable theoretical framework. The article begins by adopting a wide definition of teacher CPD as all learning that teachers undertake to improve their professional competencies, and proceeds to identify the essential aspects of teacher CPD and the factors that influence teachers’ participation in CPD. An analysis of the literature leads to the conclusion that teacher CPD is a context bound and goal-oriented learning activity, characterized by multiple aims, content, learning methods. By viewing teachers as adult learners and rational choice takers, principles of Adult Education Theory and propositions of the Rational Choice Theory are then used to explain the interaction of the factors and observed CPD practices. The article concludes by presenting several hypotheses and methodological implications arising from the framework.
{"title":"Teacher Participation in Continuing Professional Development: A Theoretical Framework","authors":"Moses Njenga","doi":"10.1177/14779714221123603","DOIUrl":"https://doi.org/10.1177/14779714221123603","url":null,"abstract":"Given its importance and value in ensuring quality education, the Continuing Professional Development (CPD) of teachers draws significant attention from researchers. Research has thus focused on teachers’ CPD practices and the factors influencing those practices. However, a broad theoretical framework that relates teacher CPD participation factors to teacher characteristics and explains their interaction and the resultant CPD practices is yet to be developed. To address this gap, this article reviews literature on teacher CPD and synthesizes an empirically testable theoretical framework. The article begins by adopting a wide definition of teacher CPD as all learning that teachers undertake to improve their professional competencies, and proceeds to identify the essential aspects of teacher CPD and the factors that influence teachers’ participation in CPD. An analysis of the literature leads to the conclusion that teacher CPD is a context bound and goal-oriented learning activity, characterized by multiple aims, content, learning methods. By viewing teachers as adult learners and rational choice takers, principles of Adult Education Theory and propositions of the Rational Choice Theory are then used to explain the interaction of the factors and observed CPD practices. The article concludes by presenting several hypotheses and methodological implications arising from the framework.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"69 - 85"},"PeriodicalIF":1.9,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47301291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-18DOI: 10.1177/14779714221079367
I. Laitinen, J. Ihalainen
This study examines learning in an exceptional situation. The study was carried out during the 2020 COVID-19 pandemic, when the organisations’ operations changed suddenly as the crisis broke out. The aim of the study is to structure activities during the crisis and the learning related to the adaptation of organisations. The study compares organisational learning in two different types of organisations, one in the health care sector and the other in the social construction and property sector.
{"title":"Organisational learning during the coronavirus pandemic: A case study on models for extended learning and complexity management","authors":"I. Laitinen, J. Ihalainen","doi":"10.1177/14779714221079367","DOIUrl":"https://doi.org/10.1177/14779714221079367","url":null,"abstract":"This study examines learning in an exceptional situation. The study was carried out during the 2020 COVID-19 pandemic, when the organisations’ operations changed suddenly as the crisis broke out. The aim of the study is to structure activities during the crisis and the learning related to the adaptation of organisations. The study compares organisational learning in two different types of organisations, one in the health care sector and the other in the social construction and property sector.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"378 - 396"},"PeriodicalIF":1.9,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48731776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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