Keeping it personal: self-generated learning tools for lifelong professional development

Cooper, Barry and Pickering, Maggie (2010). Keeping it personal: self-generated learning tools for lifelong professional development. Widening Participation and Lifelong Learning, 12 pp. 154–168.

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DOI (Digital Object Identifier) Link:	http://dx.doi.org/doi:10.5456/WPLL.12.S.154
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Abstract

Approaches to learning in the twenty-first century need to reflect student diversity in order to widen and sustain participation in education and continuing professional development (CPD). There is some evidence of success in widening access to professional social care employment through training and qualification programmes but a notable lack of success in sustaining this participation into CPD and lifelong professional learning. This paper argues for an increased contribution of more personalised, self-generated learning approaches to sustainable participation through the development of the Professional Identity and Values Organisation Tools (PIVOT). The tools have been developed by the authors from the constructivist teaching and learning insights of Personal Construct Psychology and are freely available to download and use (see below). The intention is to enhance reflection for professional learners and practitioners through self-generated personal constructs and values and the creation of self-directed learning aims. We argue that the inclusion of enhanced reflective techniques such as PIVOT helps to facilitate a deep, personal engagement in the processes of learning to learn and builds a foundation for sustained participation in and ownership of students' and practitioners' CPD and lifelong learning.

Item Type:	Journal Article
Copyright Holders:	2010 The Authors
ISSN:	1466-6529
Keywords:	PIVOT; social work; personal constructs; reflection; reflexive; self-generated learning; CPD
Academic Unit/Department:	Health and Social Care > Social Work Other Departments > Other Departments
Item ID:	25053
Depositing User:	Barry Cooper
Date Deposited:	09 Dec 2010 20:01
Last Modified:	24 Oct 2012 05:04
URI:	http://oro.open.ac.uk/id/eprint/25053

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