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Article: Conceptualising adult and continuing education practice: towards a framework for research

TitleConceptualising adult and continuing education practice: towards a framework for research
Authors
Issue Date2009
PublisherAdult Learning Australia. The Journal's web site is located at http://www.ala.asn.au/pubs/AJAL/ajal.html
Citation
Australian Journal of Adult Learning, 2009, v. 49 n. 1, p. 9-33 How to Cite?
AbstractAdult and continuing education practitioners are the core group of staff that enable the lifelong learning enterprise. However, there are few studies that look into the domain of practice of these practitioners, which is shaped by the organisation and its wider external milieux. Research on this topic naturally calls for the elucidation of practitioners' values and practice-related orientations that have structuring properties on practice. This paper argues that the theorising of practice must pay attention to the issue of 'duality of structure' for the values of practice. It also suggests drawing from a range of theories to help establish the practice-to-milieu connection. Theories may also assist in bridging the abstract-to-reality gap when translating from values to actions. Whilst theories can offer explicative potential for practice, their use is facilitated only through availability of analytical frameworks to organise the practice of teaching adults and program planning into a logical series of components and processes. In this connection, a teaching practice model and a program planning practice model, based on systems theory, are proposed to guide future research.
Persistent Identifierhttp://hdl.handle.net/10722/197260
ISSN
2015 Impact Factor: 0.186
2015 SCImago Journal Rankings: 0.159
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, TYen_US
dc.date.accessioned2014-05-23T02:30:48Z-
dc.date.available2014-05-23T02:30:48Z-
dc.date.issued2009en_US
dc.identifier.citationAustralian Journal of Adult Learning, 2009, v. 49 n. 1, p. 9-33en_US
dc.identifier.issn1443-1394en_US
dc.identifier.urihttp://hdl.handle.net/10722/197260-
dc.description.abstractAdult and continuing education practitioners are the core group of staff that enable the lifelong learning enterprise. However, there are few studies that look into the domain of practice of these practitioners, which is shaped by the organisation and its wider external milieux. Research on this topic naturally calls for the elucidation of practitioners' values and practice-related orientations that have structuring properties on practice. This paper argues that the theorising of practice must pay attention to the issue of 'duality of structure' for the values of practice. It also suggests drawing from a range of theories to help establish the practice-to-milieu connection. Theories may also assist in bridging the abstract-to-reality gap when translating from values to actions. Whilst theories can offer explicative potential for practice, their use is facilitated only through availability of analytical frameworks to organise the practice of teaching adults and program planning into a logical series of components and processes. In this connection, a teaching practice model and a program planning practice model, based on systems theory, are proposed to guide future research.-
dc.languageengen_US
dc.publisherAdult Learning Australia. The Journal's web site is located at http://www.ala.asn.au/pubs/AJAL/ajal.htmlen_US
dc.relation.ispartofAustralian Journal of Adult Learningen_US
dc.titleConceptualising adult and continuing education practice: towards a framework for researchen_US
dc.typeArticleen_US
dc.identifier.emailChan, TY: tychan@hkuspace.hku.hken_US
dc.identifier.scopuseid_2-s2.0-77954431129-
dc.identifier.hkuros163579en_US
dc.identifier.volume49en_US
dc.identifier.issue1-
dc.identifier.spage9en_US
dc.identifier.epage33en_US
dc.identifier.isiWOS:000266681100002-
dc.publisher.placeCanberra, Australiaen_US

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