This volume considers, rethinks and reorganizes how support for learning across working life
can be best conceptualized, organized and enacted. It considers educational and learning support processes that include approaches that
fit well within working lives and workplaces, and support work and learning as
a co-occurrence. These are the key focuses for individual and collective
contributions to this edited volume, which provide discussions about what
constitutes learning across working lives and how this differs from lifelong
learning and lifelong education. Accounts of learning across the working lives
of social workers, doctors working in hospitals and in general practice,
teaching, aviation, nursing, mining, aged care and more. These accounts advance
a range of ways in which workers’ learning across working lives is being
supported and how this support is also linked to other changes, such as to the
occupational practice in which they engage.
Section
1 – Supporting learning across working life.- Chapter One: Conceptualizing learning across
working life, provisions of support and purposes.- Section
2 – Models, processes and practices for supporting lengthening working lives internationally.- Chapter
Two: Employee strategies in organizing professional development.- Chapter
Three: Learning to work together through talk: Continuing professional
development in medicine.- Chapter
Four: Organizing for deliberate practice through workplace reflection.- Chapter Five: A sociocultural model for mid-career post-secondary teacher
professional learning.- Chapter
Six: Driving forces of welfare innovation: Explaining interrelations between
innovation and professional development.- Chapter Seven: On nurses’ learning from errors
at work.- Chapter Eight: Sustaining and transforming the
practice of communities: Developing professionals’ working practices.- Chapter
Nine: Models for and practice of continuous
professional development for airline pilots: What we can learn from one
regional airline.- Chapter
Ten: Learning at the frontier: the experiences of single handed general
practitioners.- Section
3 – Towards a national model of continuing education and training: an
Australian case study.- Chapter
Eleven: Continuing Education and Training: Needs, models and approaches.- Chapter
Twelve: Workers’ perspectives and preferences for learning across working life.- Chapter
Thirteen: The critical role of workplace managers in continuing education and
training.- Chapter
Fourteen: Towards a national continuing education and training system .- Section
4: Learning across working life.- Chapter
Fifteen: Conceptions, purposes and processes of ongoing learning across working
life. This volume considers, rethinks and reorganizes how support for learning across working life can be best conceptualized, organized and enacted. It considers educational and learning support processes that include approaches that fit well within working lives and workplaces, and support work and learning as a co-occurrence. These are the key focuses for individual and collective contributions to this edited volume, which provide discussions about what constitutes learning across working lives and how this differs from lifelong learning and lifelong education. Accounts of learning across the working lives of social workers, doctors working in hospitals and in general practice, teaching, aviation, nursing, mining, aged care and more. These accounts advance a range of ways in which workers’ learning across working lives is being supported and how this support is also linked to other changes, such as to the occupational practice in which they engage.
Identifies models, processes and practices that can effectively support ongoing learning for different kinds of workers
Presents empirical research conducted in the field, so the models, processes and practices are grounded in the realities of professional practice
Provides a new and distinctive voice to the field of ongoing vocational and professional learning
