Contexts, Practices and Challenges E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B ACE Single Issue Adult & Continuing Eeducation
• Sprache: Englisch

Seitenzahl: 197

Veröffentlichungsjahr: 2016

Beschreibung

Lifelong learning has become essential not only for professionals, but also for those they serve. Continuing professional education (CPE), an umbrella term used to describe the continuum of formal, nonformal, and informal learning opportunities that enable practicing professionals to continue to learn and to maintain professional competence across their careers, is the focus of this collection. The volume explores, analyzes, questions, and critiques CPE trends and issues across a variety of contexts, and it highlights new thinking and developments to assist providers and practitioners to re-envision their roles and set new directions in the field of CPE. This collection is inspired by the early seminal works of Cyril Houle who advocated that educational researchers and providers of CPE should listen to the experience of professionals as a basis for supporting their professional learning. This is the 151st volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Leseprobe

New Directions for Adult and Continuing Education

Susan Imel Jovita M. Ross-Gordon Joellen E. Coryell COEDITORS-IN-CHIEF

Contexts, Practices and Challenges: Critical Insights from Continuing Professional Education

Maureen Coady EDITOR

Number 151 • Fall 2016

Jossey-Bass

San Francisco

CONTEXTS, PRACTICES AND CHALLENGES: CRITICAL INSIGHTS FROM CONTINUING PROFESSIONAL EDUCATIONMaureen Coady (ed.) New Directions for Adult and Continuing Education, no. 151Susan Imel, Jovita M. Ross-Gordon, and Joellen E. Coryell Coeditors‐in‐Chief

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CONTENTS

Editor’s Notes

References

1: Continuing Professional Education: A Contested Space

Background and Historical Perspectives

Need for Systems of Continuing Professional Education

Contested Spaces of Continuing Professional Education

Conclusion

References

2: Learning as the Basis for Continuing Professional Education

Previous Learning Model in Continuing Professional Education

Expanded Model of Learning in Continuing Professional Education

Implications for the Provision of Continuing Professional Education: Creating Systems of Learning

Note

References

3: Mentoring and Informal Learning as Continuing Professional Education

Formal and Informal Learning

Defining Mentoring

Informal and Formal Mentoring

Learning Through Mentoring in CPE

Innovative Mentoring Relationship in Real World Practice: Two Contemporary Examples

Conclusion

References

4: Continuing Professional Education for Teachers and University and College Faculty

Continuing Professional Education, Professional Development, and Faculty Development

Kinds of Knowledge

The Emphasis on Technical and Instrumental Knowledge

Communicative and Emancipatory Knowledge

Informal, Nonformal, and Formal Learning

Online Learning in Continuing Professional Education

Strategies for Creating Collaborative Learning Online

Colearning Online for Professional Development

Self-Evaluation Online

An Illustration: Fostering Professional Continuing Education Online

Summary

References

5: Navigating Professional White Water: Rethinking Continuing Professional Education at Work

Defining CPE

CPE for T-Shaped Professionals

Generative CPE

References

6: Developing Continuing Professional Education in the Health and Medical Professions Through Collaboration

Theoretical Orientations: Negotiating Power and Interest (Elizabeth “Libby” Tisdell)

Working with an Interprofessional Team in Intensive Care (Margaret Wojnar, MD)

Participating in the Graduate Certificate and Master's Program

Negotiating Power and Interest for Simulation Education (Elizabeth Sinz, MD, FCCM)

Conclusion

References

7: Continuing Professional Education in the Military

Historical CPE Trends

The Continuum of CPE

Cognitive Tension

The Changing Landscape

Conclusion

References

8: Continuing Professional Education: Enduring Challenges, New Developments, and Future Vistas

References

Order Form

Advert

Index

End User License Agreement

List of Tables

Chapter 5

Table 5.1

List of Illustrations

Chapter 2

Figure 2.1

Model of Learning in CPE (reprinted with permission Copyright © 2000 John Wiley & Sons)

Chapter 5

Figure 5.1

T-Shaped Professional

Figure 5.2

T-Shaped CPE

Chapter 6

Figure 6.1

Negotiating Power and Interest for Curriculum Development in the Health and Medical Professions

Guide

Cover

Table of Contents

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Editor’s Notes

Given the increasingly complex and rapid pace of change in our world, lifelong learning has become essential not only for professionals but also for those they serve. Continuing professional education (CPE), an umbrella term used to describe the continuum of formal, nonformal, and informal learning opportunities that enable practicing professionals to continue to learn and to maintain professional competence across their careers, is the focus of this volume.

CPE emerged as a distinct area of focus within adult and continuing education in the 1960s, largely in the scholarly work of Houle (1980), who investigated postqualification professionals as they worked to keep up with new developments, gain mastery, understand the connection of their field to related disciplines, and grow as people as well as professionals. Houle observed professionals as agentic individuals capable of determining their learning needs and found that across professional groups, experiential knowledge acquired from practice was often seen as more useful than what was being acquired through formal continuing education. As a result, Houle cautioned against CPE approaches that merely increased formal educational offerings, emphasizing continuous and self-directed learning—a desire to continue to learn over the course of one's professional career—as the primary concern and focus for CPE. His classic text Continuous Learning in the Professions (1980) brought a decided learning focus to the debates on CPE, establishing a strong link between continuing education and lifelong learning. Houle's (1980) message to listen to the experience of professionals as a basis for supporting their professional learning has inspired educational scholars for the past 50 years.

Noting the lack of progress in the direction envisioned by Houle (1980), Mott and Daley (2000) offered a reformulated vision for CPE emphasizing that the “business” of CPE extended well beyond planning workshops to “the determination of how education can foster professional development programs that ultimately promote the ability to work in the uncertain, confusing, and dynamic world of professional practice for the betterment of clients” (p. 81). This collection is an update to the work of Daley and Mott and their many contributors, some who have contributed to this collection. The intent here, similarly, is to explore, analyze, question, and critique CPE trends and issues across a variety of contexts and to highlight new thinking and developments to assist providers and practitioners to reenvision their roles and to set new directions in the field of CPE.

Houle's (1980) ideas continue to inspire educational scholars today. This is evident in this collection, which advances earlier thinking about how professionals learn and develop knowledge from and during practice. Like Houle, the educational scholars who contributed to this collection continue to challenge the socially reproductive CPE that many professionals are engaged with, and to ask critical questions about the power relationships and interests of stakeholders. By inserting themselves into conversations about lifelong learning and researching spaces where knowledge production and practitioner training are being discussed and developed, they are shaping and reshaping understandings and practices of CPE.

In Chapter 1, Ronald M. Cervero and Barbara J. Daley, leading North American scholars in CPE, provide an historical account of issues and trends that have shaped the field and CPE practice. They contend that creating new systems of CPE is inherently a political process requiring negotiating and bargaining, not only among providers, but also within the social, professional, institutional, and educational agendas that frame the contested spaces within CPE.

Daley and Cervero (Chapter 2) update and expand previous work by Daley (2000) that explored how professionals learn and construct knowledge in the context of their practice by connecting concepts from their experiences and CPE activities. They advocate a learning-focused approach that acknowledges context and constructivist learning, and which takes account of expanded notions of transfer of learning and adoption of innovation.

Catherine A. Hansman (Chapter 3) adds to the conversation on learning, highlighting both formal and informal mentoring as influential in fostering interpersonal and interprofessional learning (i.e., collaborative, judgmental, reflective, and integrative capabilities), as well as the development of functions of leadership and management. Similar to other authors in this collection, Hansman exercises a critical gaze, highlighting unacknowledged and acknowledged power issues in mentoring relationships.

In Chapter 4, Patricia Cranton shifts the focus to CPE contexts, profiling CPE for teachers and university and college faculty members as usually formalized and instrumentally focused. She draws attention to the power inherent in disciplinary knowledge and teaching practice and encourages CPE that helps instructors to value communicative and emancipatory knowledge. Given the growth of online CPE offerings for instructors and faculty, she highlights teaching strategies that encourage greater authenticity and presence online and that employ democratic practices that can be modeled and practiced by the teachers and university and college faculty members in their practice settings.

Next, Laura L. Bierema (Chapter 5) profiles CPE in workplaces, where she finds highly interconnected and interdependent professionals struggle to keep pace with relentless change. She contends that there is global cynicism about CPE's effectiveness, relevance, and sustainability in the workplaces. In response, she offers an alternative conceptualization of professional learning and development as a basis for creating CPE that is responsive, relevant, and sustainable and that helps professionals in the workplace to more fluidly navigate the professional white water they encounter on a daily basis.

CPE in the health and medical professions is the focus of Chapter 6. Here, Elizabeth J. Tisdell and colleagues profile the emergence of a CPE program focused on teaching methodologies within a college of medicine. Coauthors and physician educators Margaret Wonjar and Elizabeth Sinz recount their experience as collaborators in the curriculum development process and their learning about adult education through the program that emerged. The authors offer a model depicting the processes of negotiating power and interest in the development of such a curriculum that they believe can be applied in other contexts.

In Chapter 7, Ashley Gleiman and Jeff Zacharakis highlight CPE in the military, and the continuum of CPE offerings made available at all levels of the military. They profile the shifting sands of support for CPE within this context and delve into critical debates revealing competing tensions embedded in military culture that challenge a unified vision for CPE across its systems.

In the final section, I synthesize the work of others in the collection, arriving at a “state of the field” update. CPE in the current moment, progress made post-Houle and future directions for research and practice are highlighted in this section.

Maureen Coady Editor

References

Daley, B. J. (2000). Learning in professional practice. In V. W. Mott & Daley, B. J. (Eds.),

New Directions for Adult and Continuing Education: No. 86. Charting a course for continuing professional education

(pp. 33–43). San Francisco, CA: Jossey-Bass.

Houle, C. O. (1980).

Continuing learning in the professions

. San Francisco, CA: Jossey-Bass.

Mott, V. W., & Daley, B. J. (Eds.). (2000).

New Directions for Adult and Continuing Education: No. 86. Charting a course for continuing professional education

. San Francisco, CA: Jossey-Bass.

Maureen Coady

is an associate professor and the chair of the Department of Adult Education at Saint Francis Xavier University, Antigonish, Nova Scotia, Canada.

1

This chapter analyzes the development and changes within continuing professional education and the influence of four contested spaces on this field of adult education practice.

Continuing Professional Education: A Contested Space

Ronald M. Cervero, Barbara J. Daley

Professional practice, whether it is housed in medicine, law, social work, nursing, or other professions, has always been characterized by a need to keep up to date so that individual professionals are bringing the best possible services to their clients. Professionals engage in a process of preprofessional education that often includes not only basic college courses but also a series of professional school courses, along with professional practice or clinical activities. Despite this in-depth level of preparation, most professionals realize that there will be a lifelong need to learn about new theories, research, evidence-based practice approaches, and advanced specialty knowledge. The continual development of professional practice and expertise is seen as one way to ensure quality in professional services provided to clients.

As such, continuing professional education (CPE) has existed since the early 1960s. CPE activities over the years have included courses, workshops, self-directed study, online activities, workplace inservice education, along with university-based offerings. Even with this large array of offerings designed to keep professionals current in their practice, CPE is still disputed, questioned, and challenged. As Cervero ( 1988) indicated, major questions in the field of CPE include (a) CPE for what purpose? (b) Who benefits from CPE? and (c) Who will provide CPE? CPE, at the present time, still exists in a contested space that is exemplified by the complexities of professional practice, educational delivery, and individual views.

This chapter examines the development and changes within CPE as a field of practice. Following a brief discussion of the history of CPE, the need for systems of CPE and the influence of four contested spaces (social, professional, institutional, and educational) within CPE are examined. This chapter concludes with a discussion of future trends.

Background and Historical Perspectives

In the early 1900s, professional education, beginning with medical education, underwent a major transformation. Flexner (1910) analyzed medical schools across the United States and Canada, determining that approximately one third of medical schools produced poorly trained physicians. He recommended sweeping changes in the process of medical education that included the responsibility of all physicians “to generate new information and create progress in medical science, with assignment of this task to both laboratory and clinical scientists” (Duffy, 2011, p. 271). These recommendations led to the creation of carefully designed systems of medical education grounded in science, advancing research, and bringing a systematic, consistent level of preparation to medical school across the country. Additionally, these changes spurred states to develop licensure and certification processes for physicians and eventually other professions.

Since that time, most countries have engaged in the professionalization of their workforce. The Department for Professional Employees of the AFL-CIO (2015) estimated there are nearly 81 million professionals working in the United States. This amounts to 51% of the total workforce. These professionals provide healthcare services, educate children and adults, deliver rehabilitation services, supply legal support, and design the architectural infrastructure of our lives.

Following the Flexner report (1910), educational systems for preprofessional training were created, but systems for CPE lagged behind. Leaders in the professions assumed that professionals would keep up to date as part of their responsibilities of professional practice, and in the 1960s, most professions adopted some type of formal education programming for continuing education. The professions recognized that it was no longer possible to rely on only preprofessional education for a lifetime of practice. Early CPE programming was usually housed within each profession and was designed and offered by the profession itself. However, in the late 1960s, educators (Houle, 1980) began to recognize that many similarities existed in the processes of CPE. The content was different and related specifically to each profession, but the process of assessing learning needs, designing education offerings, teaching workshops, and evaluating programs was similar across various professions. These similarities led to the development of CPE as a field of practice.

During the 1970s, leaders in the professions and state licensing boards began to see a value in using CPE for relicensure and recertification (Cervero & Azzaretto, 1990). States developed relicensure programs that required professionals to complete a certain number of contact hours of CPE. By the 1980s, organized and comprehensive programs of CPE were developed across many professions (Cervero, 1988, 2011). Often these were operated by the same universities that prepared professionals in their preprofessional years. It was during this time that systems of accreditation for providers of CPE were developed. For example, the American Nurses Association developed an accreditation process whereby organizations could apply to have a single offering accredited or entire organization could be accredited as a provider of CPE (see http://www.nursecredentialing.org). These accreditation processes allowed the profession some control over the content of the offerings and the quality of delivery. However, the accreditation processes were at times cumbersome and added to the cost of program delivery. As a result, not all CPE providers were accredited.

In the 1990s, many CPE programs originally housed at universities were downsized. Employers of professionals started providing more and more educational offerings, including inservice education and new employee orientation along with CPE. Employers often felt it was more cost effective to provide education in house versus sending professionals outside of the organization for education. It was around this time that questions about the value of CPE for improving professional practice began to be raised across many professions, and CPE researchers were looking at both the outcome and impact of their work (Umble & Cervero, 1996).

In the 2000s, delivery systems of CPE have expanded to include more delivery and self-directed learning options (See Cranton in Chapter 4). These options provide flexibility for professionals to pick and choose the educational content and the time of study that is most convenient for them. For example, the University of Washington's website explains how continuing education programming has evolved in this decade to include interactive, web-based technologies, mobile devices, and social media (see: https://www.pce.uw.edu/why-choose-us). There has also been a push across the professions for evidence-based practice and educational programs that support this approach. Finally, more and more professions are moving toward an interdisciplinary approach in both preprofessional education and CPE.

Need for Systems of Continuing Professional Education

Despite these recent changes, however, the development of systems of CPE has not progressed as far as the development of systems of preprofessional education. CPE is only beginning to develop a more systematic approach to fostering professional education and learning for practice. Webster-Wright (2009, 2010) indicated that the provision of CPE has changed little because CPE providers tend to assume that knowledge is a commodity that is transferable to practice; that outcomes can be standardized and controlled, leading to a greater certainty in professional practice; and that professionals are deficient in areas of their practice and need to be “developed.”

As such, the professions are currently in a transitional phase, attempting to determine the overall purpose, forms, locations, and delivery systems of CPE (Cervero, 2011; Cervero & Daley, 2010; Daley & Cervero, 2015). As an example of this transition, the Committee on Planning a Continuing Education Health Professions Institute conducted an in-depth examination of CPE that resulted in the Institute of Medicine (2010) report Redesigning Continuing Education in the Health Professions. This report identified that “the absence of a comprehensive and well-integrated system of continuing education (CE) in the health professions is an important contributing factor to knowledge and performance deficiencies at the individual and system levels” (p. 1). This same report stated, “A new, comprehensive vision of professional development is needed to replace the culture that now envelops continuing education” (p. 3).

Contested Spaces of Continuing Professional Education

So the questions to be addressed in this transition are: What will these new systems of CPE look like? How will the needs of multiple stakeholders be met? Will interprofessional CPE become a reality and continue to expand across professions? As the field of CPE moves forward in developing new systems, the contested spaces of social, professional, institutional, and educational agendas need to be considered.

Social and Professional Agendas

In every profession, the knowledge available is used for multiple and sometimes conflicting purposes. Individuals within the professions have different values, beliefs, and approaches on how they should use their expertise. Because of this, different segments of each profession have different expectations on how they practice, how they use knowledge, and how new knowledge should be integrated into professional practice. These differences contribute to the social and professional agendas that are contested in creating systems of CPE. For example, Hirschkorn (2006) discussed the competing views between traditional medicine and complementary and alternative medicine (CAM), indicating that economic and political forces are at play in how practitioners provide care to clients. Moreover, “Biomedical providers seek to maintain their monopoly position in the provision of health services, and CAM providers, on the other hand, attempt to increase their status and share of the market” (Hirschkorn, 2006, p. 533).

It is not new nor is it surprising that these varying social and professional agendas exist. In trying to provide high-quality services to their clients, professionals will draw on not only their education and experience but also on multiple ideas vested in their belief systems. Professionals, as in the example cited previously, have to decide if they will offer CAM services to their clients. The professionals’ role is to ask for whom and for what ends their expertise should be used (Cervero & Daley, 2010, 2011). As professionals’ knowledge can serve conflicting social purposes, CPE, likewise, can and does serve many different purposes.