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Cervero, Ronald M.; Daley, Barbara J. – New Directions for Adult and Continuing Education, 2016
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.
Descriptors: Professional Continuing Education, Educational Development, Barriers, Educational Change
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Hansman, Catherine A. – New Directions for Adult and Continuing Education, 2016
This chapter examines the role of mentoring in continuing professional education from a critical perspective, addressing informal and formal mentoring relationships while highlighting their potential to encourage critical reflection, learning, and coconstruction of knowledge.
Descriptors: Mentors, Informal Education, Professional Continuing Education, Role Perception
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Cranton, Patricia – New Directions for Adult and Continuing Education, 2016
In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.
Descriptors: Professional Continuing Education, College Faculty, Electronic Learning, Knowledge Base for Teaching
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Daley, Barbara J.; Cervero, Ronald M. – New Directions for Adult and Continuing Education, 2016
This chapter is an update and expansion of previous work and explores how professionals construct knowledge in the context of their practice by connecting concepts from their experiences and continuing professional education activities.
Descriptors: Professional Continuing Education, Professional Personnel, Learning Processes, Prior Learning
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Bierema, Laura L. – New Directions for Adult and Continuing Education, 2016
This chapter critiques the current state of CPE and offers and alternative conceptualization of how CPE might be designed and delivered.
Descriptors: Professional Continuing Education, Instructional Design, Delivery Systems, Criticism
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Kuchinke, K. Peter – New Directions for Adult and Continuing Education, 2016
The changing meaning of work calls for care and concern for the spiritual dimension of the workplace. Toward this end, a more liberal form of workforce education and human resource development in response to workplace preparation for managers is needed.
Descriptors: Economic Change, Economic Climate, Spiritual Development, Work Environment
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English, Leona M.; Cameron, Paula – New Directions for Adult and Continuing Education, 2016
This chapter proposes a spiritually relevant and social justice pedagogy that assists learners in making the transition to the workplace. Key elements of this spirituality include religion, cultural diversity, identity, health, and social class. Pedagogical strategies for infusing this spirituality in the curriculum are given.
Descriptors: Social Justice, Spiritual Development, Workplace Learning, Work Environment
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Dillard, Cynthia B. – New Directions for Adult and Continuing Education, 2016
This chapter explores how both historically and in contemporary times of escalating violence against our bodies, minds, and spirits worldwide, Black women lead, love, and live within contexts of suffering.
Descriptors: Workplace Learning, Work Environment, Women Administrators, Leadership
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Edwards, Kirsten T.; Thompson, Valerie J. – New Directions for Adult and Continuing Education, 2016
In this chapter, the authors decenter soulless curricular and administrative practices in collegiate settings and re-conceptualize justice work through faith as a labor of love.
Descriptors: Women Faculty, Feminism, Social Justice, Caring
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Baskin, Cyndy – New Directions for Adult and Continuing Education, 2016
This chapter, based on the literature and interviews with both Indigenous and non-Indigenous participants, explores how land-based spirituality is at the core of Indigenous societies globally. In this chapter, an Indigenous philosophy carries a message that spirituality is not only about one's inward journey but is also about creating a better…
Descriptors: Spiritual Development, Social Justice, Indigenous Knowledge, Rehabilitation
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Groen, Janet; Kawalilak, Colleen – New Directions for Adult and Continuing Education, 2016
In this chapter, we reconnect with and reflect on our own stories of working within a university setting and how we create spaces for the possibility of transformative learning. Through this process, we have renewed our purpose to advocate for a deeper focus on "the relational" in those contexts where a dominant focus on systems,…
Descriptors: Transformative Learning, Workplace Learning, Work Environment, Reflection
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Tolliver, Derise E. – New Directions for Adult and Continuing Education, 2016
The workplace is a place where we show up as human beings, subject to human experience. People are no longer willing to leave their spirit-ness at the door. In reality, spirit-ness shows up "without permission" as a revolutionary, powerful, and transformative way of being in a world that too often supports status quo activities that are…
Descriptors: Transformative Learning, Social Justice, Spiritual Development, Workplace Learning
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Byrd, Marilyn Y. – New Directions for Adult and Continuing Education, 2016
This chapter introduces the enlightened revelation framework, a spiritual response to social injustice. The enlightened revelation framework uses a philosophical discourse as a means to promote spiritually engaging and morally responsible workplaces.
Descriptors: Workplace Learning, Work Environment, Social Justice, Spiritual Development
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Gibb, Tara – New Directions for Adult and Continuing Education, 2015
This chapter describes international policy contexts of adult literacy and language assessment and the shift toward standardization through measurement tools. It considers the implications the quantification of learning outcomes has for pedagogy and practice and for the social inclusion of transnational migrants.
Descriptors: Adult Education, Adult Literacy, Evaluation Methods, Standards
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Guo, Shibao – New Directions for Adult and Continuing Education, 2015
This chapter examines the changing nature of adult education in the age of transnational migration and proposes recognitive adult education as an inclusive model that acknowledges and affirms cultural difference and diversity as positive and desirable assets.
Descriptors: Adult Education, Migration, Immigrants, Student Diversity
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