Adult education, continuous learning Books

Book SynopsisThis book examines how educational practice can be improved through practice-focused educational research. The editors and contributors explore the issues involved in breaking down boundaries between educational research and practice - research often seen as an elitist activity that can only be determined by a favoured few - as well as the socially constructed nature of boundaries between academic and vocational education. Containing illuminating case studies written by practicing teachers from the further and vocational education sector, it posits that educational research should enable teachers to learn from research in order to improve their own educational practice. This book will be of interest and value to scholars of further and vocational education, as well as those wanting to bridge the gap between research and practice. Table of ContentsChapter 1. Practice! Practice! Practice!; Margaret Gregson and Patricia SpeddingChapter 2. Vocational Education Matters: Other People’s Children…Not Seen and Not Heard.; Paul Kessell-HollandChapter 3. The Internal Goods of Educational Leadership: Alternative Approaches to Quality Improvement; Robin Webber-JonesChapter 4. Non-traditional Students and Practical Wisdom: A Perspective from a Practitioner-Researcher; Samantha BroadheadChapter 5. Adaptive Comparative Judgement; Michael SmithChapter 6. Their Defining Moments: Identifying Critical Influences that Prompted Progression into Post Compulsory Education in the Arts; Martell BainesChapter 7. Developing Critical Thinking and Professional Identity in the Arts Through Story; Frances NortonChapter 8. Identity in Focus: Examining FE Practitioners’ Informal Professional Learning Through the Lenses of Online Community Dialogues; Lynne TaylersonChapter 9. Standing on the Shoulders of Giants: An Exploration into the Realities of Sharing ‘Good Practice’ and Developing the Craft of Teaching Through an Online Video Platform; David GallowayChapter 10. Re-dressing the Balance: Practitioner-Research as Continuing Professional Development; Patricia SpeddingChapter 11. What Do We Mean by Good Work? Issues of Practice and Standards of Quality in Vocational Education; Margaret Gregson, Patricia Spedding, and Paul Kessell-HollanddChapter 12. Bringing Practitioners Back In; Margaret Gregson and Paul Kessell-Holland

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Book SynopsisThis book is based on the Life Design paradigm and discusses the efforts made to overcome the matching paradigm between individuals and their work contexts, in order to guarantee the adoption of an active role for future career planning. Starting from the evolution of career counselling and vocational guidance in the 20th century and then following the more updated reflections in the Life Design paradigm, this book discusses research results from the Larios Laboratory (Padova, Italy) in collaboration with numerous international colleagues and institutions. These results show that career counselling and vocational designing can not only help people to plan their future in agentive ways, but also to help them getting out of the ‘mists of the present’ and to project themselves into a future that is yet to be created. This future is aligned by the world of research and international institutions, such as the UN and WHO, and follows the 2030 Agenda for Sustainable Development, with particular attention to Sustainable Development Goals 4, 8 and 12. This book reveals how trajectories can be created from one’s own mission, realized with the help of others and newly acquired strengths. It shows how career counselling and vocational designing can help people to build their own future from an inclusive and sustainable perspective, based on social justice, and to help build a better future for all.Table of ContentsIntroduction.- Chapter 1: Career Counseling and Vocational Designing, from the Origins to the end of the Last Century: the Moment of Maximum Possibilities.- Chapter 2: Threats and Challenges of the XXI Century and the Role of Career Counseling and Vocational Designing.- Chapter 3: Life Designing for an Inclusive, Sustainable and Equitable Future.- Chapter 4: New Dimensions and Instruments for an Inclusive and Sustainable Career Counseling.-Chapter 5: The Project «Stay inclusive, sustainable, curious, cosmopolitan, aspirant, etc.»: An example of operational paths and trajectories.

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Book SynopsisThis book addressed teachers’ necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical: • Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality; • Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation; • Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening. The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.Table of ContentsIntroduction Becoming a Teacher: to be a Teacher Acquiring a Teacher Professional Identity Circular dynamic between theory to teacher practice From content to activity From the research: French journey in teacher training A focus: From Novice to Expert The idea in brief: Connection to build new epistemic synthesis Supporting the Teacher Professional Developing 2.1 Reflective practice 2.2 The e-portfolio as a boundary object Example of ePortfolios structure in a university course 2.2 The use of the digital video as a reflective tool The reflexive methods of self-confrontation 2.4 Developing Research – Inquiry Attitude From the research: Sustainability of the research inquiry skill after one year A focus: Boundary Object for transformation The idea in brief: Becoming a diffractive practitioner as more-than-reflective practice Role of the Personal Resources in Teaching Process Self-efficacy to mobilize Self-Regulated Learning to active Teacher Agency as a dynamic resource Typology of Agency Readiness From the research: Agency after a teacher training A focus: Contemplative practices in Teacher training The idea in brief: The personal teacher ‘past as professional resources Role of the Tools and ITC in Teaching Process Appropriation, Tools and Scripts The case of the I-Pad 4.2. Socio-materiality in the teaching process From the research: New social and material appropriation A focus: The artefact in a socio-cultural approach The idea in brief: Role of Collaboration in Teaching Process Collaboration and Knowledge Building in the classroom Collaborative Professional Learning Teacher-Researcher Collaborations as Contexts for Learning Peer collaboration: Role of the Social Network From the research: Use of Social Network by teachers in the Global South A focus: Participative methodology The idea in brief: Toward Epistemic Collaborative Communities International and Global Professional Developing International teacher training Teacher Educators: toward the next generation of teachers From the research: An international Blended course for teacher educators A focus: Blended Learning The idea in brief: Ethical-critical global pedagogy Open Perspective Transformative Interactions with Augmented and Emerging Technology Knots of new configurations in classroom Teacher Professional Developing in Posthumanism / Hyperhumanism The idea in brief: Critical and participative mean-making Conclusion References

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Book SynopsisThis book presents the most comprehensive discussion of emerging trends in higher education in the Asia Pacific, ranging from graduate attributes to integrated workplace learning, with an in-depth focus on work readiness, employability and career development. It draws on the relationship between graduate attributes and employability, as well as vocational training or internship programs. It offers theoretical and empirical analyses that institutions, decision-makers or academics can work on together to enhance job employability. This volume will also include issues such as development of emerging and employability skills, as well as directions for the changing nature in real-world settings. The book consists of contributions from experienced international authors, offering detailed insights for those who want a timely understanding of the latest trends in higher education. Table of ContentsIntroductionChapter 1 Current status of higher education research in work readiness and job employabilitySection I Importance of Higher Education on Work ReadinessChapter 2Preparing Graduates for Future Workplace: Development andValidation of Work Readiness Assessment Inventory (WRAI)Chapter 3 Graduate Attributes of Singapore University Students:Perspectives of Singapore Universities and International EmployersChapter 4 Key attributes of work readiness: Perspectives from employers, university students and instructorsChapter 5 From School Success to Work Readiness: Motivational and Cognitive factors predicting Work- Ready AttributesChapter 6 Developing an entrepreneurial competence framework for tertiary arts education through a Delphi method – A Chinese perspectiveChapter 7 Empirical Development and Verification of the Taiwanese Career Decision Scale for Undergraduate Students: Implications for Career CounsellingSection II Job Employability and OutcomesChapter 8 Employability and Employment: The Role of Higher Education in a Rapidly Changing WorldChapter 9 From Lifelong Learning to Lifelong Employability: How SkillsFuture has Re-conceptualised Higher Education for the Future of WorkChapter 10 Does Empowerment Matter? Promoting Employee’s Job Satisfaction, Creativity and Learning Commitment for Lifelong EmployabilityChapter 11 Navigating the home labour market: Multifaceted stories of Vietnamese returneesChapter 12 Pursuing Continuing Education Courses to Promote Employability: Importance of Perceived Support and Growth MindsetChapter 13 Graduate resilience in future workplace: Mindfulness-based research on personality traits, trait affect and resilience ConclusionChapter 14 Future directions: Importance of higher education on work readiness and job employability

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Book SynopsisIntroduction.- Eastern Promise: New Wave Learning Cities in Japan.- Learning Cities: National Concepts and Practices in Selected Asian and European Countries.- Learning Cities in South Korea: Two Decades of Experimentation and the Future of the State-Led Learning City.- Towards a theory of the African learning city.- Between transition and resilience, the challenges of a learning territory: the case of Puy-de-Dome.- Going Digital: The Hamburg Open Online University.- Becoming and Flourishing as Wyndham Learning City.- An African Approach: Bahir Dar Learning City.- Towards the Realization of the Learning City: a focus on Lucca, Italy.- The Role of the University of Pécs in Turning the Learning City Concept into Reality: Bridging University Lifelong Learning to Learning Cities through Innovation, Cooperation and Development.- Cork Learning City: an analysis of the key elements that have made it a success.- Learning Neighbourhoods: intergenerational learning, exchange and respectful community building.- Connecting People and Planet for a Sustainable Future: The EcCoWell 3 Approach to a Sustainable Future for Learning Cities.- Learning Cities and the Learning Society.- From Vision to Action: Lifelong Learning in Cities.

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Book SynopsisChapter 1. Editors Introduction: The Clemente Program and Lifelong Learning – Steve Else and Jeremy CA Smith.- Chapter 2. Realising Lifelong Learning through Clemente Transformative Education in Regional Victoria – Ann Gervasoni and Jeremy CA Smith.- Chapter 3. The Value of Clemente for Students Experiencing Coercive Control – Lesley Cooper.- Chapter 4. Transforming for Change: the Potential of Clemente in Prisons as a Factor for Desistance – Lesley Cooper, Jennifer Nicholls and Marg Camilleri.- Chapter 5. Critical Pedagogy in Two International Relations Courses: Comparing the Clemente and University Campus Experiences – Carolyn Johnstone.- Chapter 6. Empowering Minds: The Experience of History Teaching within the Ballarat Clemente Course – David Waldron.- Chapter 7. When Clemente met Histotainment: Teaching Film and History in Clemente Ballarat – Lesley Speed.- Chapter 8. First Nation Students in Clemente: Gaps in Research, Challenges in Practice – Matthew Thorley.- Chapter 9. Emotional intelligence research as a tool for the Clemente Australia program – Steve Else.

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Book SynopsisIn this book, authors showcase the worldwide spread of Workers’ Faculties as an example of both cooperation between socialist countries in education, and globalization processes in the field of education. Based on extensive research carried out in Cuban, German, Mozambican, and Vietnamese archives as well as expert interviews, it combines detailed case studies of educational transfers and policy implementation with a discussion of theoretical approaches to the study of globalization in and of education.Research on Workers’ Faculties provides an especially interesting example for the study of educational transfer between socialist countries as well as for the interplay of such transfers with processes of globalisation for two reasons. On one hand, the first Workers’ Faculties were established already shortly after the October Revolution in Russia, and Workers’ Faculties continue to exist in Cuba until today. A study of these institutions therefore provides a dynamic perspective covering the whole period of the existence of the socialist camp. On the other hand, the spread of the Workers’ Faculty idea to four continents allows for an analysis that takes into account widely differing local contexts.This book offers an analysis of general trends and particularities in the history of the global spread of the Workers’ Faculty idea and its implementation in local contexts. Finally, it discusses the results with a view towards theories of globalization in the field of education as well as of specificities of processes of “socialist globalization”.

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