Discriminating participants and non-participants in continuing professional education
The case of teachers
Bibliographic Data
| ID | 11424922 |
|---|---|
| Authors | Yan Fung Mok (corresponding author), Tsz Man Kwon |
| Year | 1999 |
| Volume | 18 |
| Issue | 6 |
| Pages | 505-519 |
| Publication date | 1999-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/026013799293559 |
| OpenAlex | W2015241845 |
| Language | EN |
| Citations received | 2 |
| References cited | 18 |
There are a number of theoretical perspectives established for studying adult participation in education, but they are seldom examined together in single studies; neither are participants and non-participants examined simultaneously. This study examines the relative power of the major perspectives in distinguishing between and predicting participants and non-participants. Secondary school teachers who were participating or not participating in continuing professional education programmes were taken as target respondents. Results show that the theoretical perspectives of situations, dispositions, attitudes and beliefs in continuing professional education, and social norms and pressure, do not discriminate teacher participants and non-participants and are therefore not good predictors of the participation status of teachers. Only a few factors in the perspectives of motivations and socio-economic background are significant and meaningful in distinguishing the two teacher groups and in predicting participation status. [Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/026013799293559]
Continuing education · Continuing professional development · Medical education · Pedagogy · Power (physics · Professional development · Higher Education Research Studies · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
Social factors and adult learners’ motivations in re‐entering higher education
A conceptual framework of sociological perspectives on the pursuit by adults of access to higher education
Occupation and Participation in Continuing Education
The Enduring Effects of Family Role and Schooling on Participation in Adult Education
Examining Motivation to Participate in Continuing Education
Volunteers for Learning
Educational Continuation by College Graduates
| Citations per year | 0.12 |
|---|---|
| Citation span | 2009 - 2010 (2) |
| Highly cited | No |