Inhaltsangabe
The aim of this book is to take a critical look at continuing professional development policy and practice from a broad European perspective, examining both values and paradigms. In turn, it is hoped this will highlight models and concepts and how these relate to cultural contexts, which will develop lessons to be learned. This issue is tackled from across professions and from several European countries. Not only has a generic European perspective been put forward, but so have perspectives from both northern and southern Europe with a touch of North America to add a little spice. This is an eclectic mix of views and standpoints which are inextricably linked by the editors' and authors' profound belief that only through continuing professional development can progress be achieved at both an individual and an organisational level. It is hoped this book will provide some answers, be informative and stimulate positive debate among both academics and practitioners. CONTENTS: Preface; Magnus Persson. Continuing Professional Development and Networking in Europe; Helen Mitchell. Mentor Professional Development in England; Irene Figueiredo. Mentor Professional Development in Portugal; Kit Field. Continuing Professional Development for Leaders and Teachers: the English perspective; Francesca Brotto. Continuing Professional Development for Leaders and Teachers: an Italian response; Fiona Christie & Jim O Brien. A Continuing Professional Development Framework for Scottish Teachers: steps, stages, continuity or connections? Alex Alexandrou, John Dwyfor Davies & John Lee. Learning at Work: possible lessons from Canada and the United Kingdom? Yvonne Hill. Continuing Professional Development and the Health Service in England: the nursing perspective; Alex Alexandrou, Kit Field & Helen Mitchell. Emerging Themes.
Reseña del editor
The aim of this book is to take a critical look at continuing professional development policy and practice from a broad European perspective, examining both values and paradigms. In turn, it is hoped this will highlight models and concepts and how these relate to cultural contexts, which will develop lessons to be learned. This issue is tackled from across professions and from several European countries. Not only has a generic European perspective been put forward, but so have perspectives from both northern and southern Europe with a touch of North America to add a little spice. This is an eclectic mix of views and standpoints which are inextricably linked by the editors' and authors' profound belief that only through continuing professional development can progress be achieved at both an individual and an organisational level. It is hoped this book will provide some answers, be informative and stimulate positive debate among both academics and practitioners. CONTENTS: Preface; Magnus Persson. Continuing Professional Development and Networking in Europe; Helen Mitchell. Mentor Professional Development in England; Irene Figueiredo. Mentor Professional Development in Portugal; Kit Field. Continuing Professional Development for Leaders and Teachers: the English perspective; Francesca Brotto. Continuing Professional Development for Leaders and Teachers: an Italian response; Fiona Christie & Jim O Brien. A Continuing Professional Development Framework for Scottish Teachers: steps, stages, continuity or connections? Alex Alexandrou, John Dwyfor Davies & John Lee. Learning at Work: possible lessons from Canada and the United Kingdom? Yvonne Hill. Continuing Professional Development and the Health Service in England: the nursing perspective; Alex Alexandrou, Kit Field & Helen Mitchell. Emerging Themes.
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