The emotional experience of continuing professional development

References

• Brown, K., McCloskey, C., Galpin, D., Keen, S., & Immins, T. (2008). Evaluating the impact of Post-Qualifying social work education. Social Work Education, 27(8), 853–867.
   Google Scholar
• Channer, Y., & Doel, M. (2009). Beyond qualification: Experiences of black social workers on a post-qualifying course. Social Work Education, 28(4), 396–412. https://doi.org/10.1080/02615470802280675
   Google Scholar
• Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review.
   Google Scholar
• Collin, K., Van der Heijden, B., & Lewis, P. (2012). Continuing professional development. International Journal of Training and Development, 16(3), 155–163. https://doi.org/10.1111/j.1468-2419.2012.00410.x
   Google Scholar
• Cooper, A. (2014). Analysing data 1; from raw data to theorisation a working paper.
   Google Scholar
• Delprato, D. J., & Midgley, B. D. (1992). Some fundamentals of BF skinner’s behaviorism. American Psychologist, 47(11), 1507. https://doi.org/10.1037/0003-066X.47.11.1507
   Web of Science ®Google Scholar
• Dewey, J. (1897). My pedagogic creed. The school journal, LIV (3), 77–80.
   Google Scholar
• Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941
   Web of Science ®Google Scholar
• Hoadley, C. (2018). A short history of the learning sciences. In International handbook of the learning sciences (pp. 11–23). Routledge.
   Google Scholar
• Hollway, W., & Jefferson, T. (2012). Doing qualitative research differently: A psychosocial approach. Sage. https://doi.org/10.4135/9781526402233
   Google Scholar
• Keller, J. M. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction, Cognition and Learning, 6(2), 79–104.
   Google Scholar
• Keys, M. (2016). Evaluating the impact on practice of online child protection education at master’s level. Social Work Education, 35(4), 444–456.
   Web of Science ®Google Scholar
• Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212. https://doi.org/10.5465/amle.2005.17268566
   Web of Science ®Google Scholar
• Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). American Psychological Association. https://doi.org/10.1037/10096-003
   Google Scholar
• Lundgren, H., & Poell, R. F. (2016). On critical reflection: A review of Mezirow’s theory and its operationalization. Human Resource Development Review, 15(1), 3–28. https://doi.org/10.1177/1534484315622735
   Web of Science ®Google Scholar
• Masson, H., Frost, N., & Parton, N. (2008). Reflections from the ‘frontline’: Social workers’ experiences of post-qualifying child care training and their current work practices in the new children’s services. Journal of Children’s Services, 3(3), 54–64. https://doi.org/10.1108/17466660200800018
   Google Scholar
• Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121. https://doi.org/10.1037/a0033546
   Web of Science ®Google Scholar
• Mitchell, C. (2001). Partnership for continuing professional development: The impact of the post qualifying award for social workers (PQSW) on social work practice. Social Work Education, 20(4), 433–445. https://doi.org/10.1080/02615470120064705
   Google Scholar
• Moore, T. (2020). The emotional experience of continuing professional development for social workers [ doctoral thesis].
   Google Scholar
• Moriarty, J., & Manthorpe, J. (2014). Post-qualifying education for social workers: A continuing problem or a new opportunity? Social Work Education, 33(3), 397–411. https://doi.org/10.1080/02615479.2013.806468
   Google Scholar
• O’Brien, J., & Jones, K. (2014). Professional learning or professional development? Or continuing professional learning and development? Changing terminology, policy and practice [article]. Professional Development in Education, 40(5), 683–687. https://doi.org/10.1080/19415257.2014.960688
   Google Scholar
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
   Web of Science ®Google Scholar
• Postle, K., Edwards, C., Moon, R., Rumsey, H., & Thomas, T. (2002). Continuing professional development after qualification–partnerships, pitfalls and potential. Social Work Education, 21(2), 157–169. https://doi.org/10.1080/02615470220126408
   Google Scholar
• Preston-Shoot, M. (2003). Teaching and assessing social work law: Reflections from a post-qualifying programme. Social Work Education, 22(5), 461–478.
   Google Scholar
• Puteh, F., Kaliannan, M., & Alam, N. 2015. Strategic professional development: Does it conform to adult learning perspective? International Conference on Management, Leadership and Governance.
   Google Scholar
• Ruch, G. (2000). Self and social work: Towards an integrated model of learning. Journal of Social Work Practice, 14(2), 99–112. https://doi.org/10.1080/02650530020020500
   Web of Science ®Google Scholar
• Rushton, A., & Martyn, H. (1990). Two post-qualifying courses in social work: The views of the course members and their employers. The British Journal of Social Work, 20(5), 445–468.
   Web of Science ®Google Scholar
• Salzberger-Wittenberg, I., & Osborne, E. L. (1999). The emotional experience of learning and teaching. Karnac Books.
   Google Scholar
• Schon, D. A. (1984). The reflective practitioner: How professionals think in action (Vol. 5126). Basic books.
   Google Scholar
• Schostak, J., Davis, M., Hanson, J., Schostak, J., Brown, T., Driscoll, P., Starke, I. and Jenkins, N. (2010). ‘Effectiveness of continuing professional development’project: A summary of findings. Medical Teacher, 32(7), 586–592. https://doi.org/10.3109/0142159X.2010.489129
   PubMed Web of Science ®Google Scholar
• Skills for Care. (2022). Measuring the Impact. Retrieved October 31, 2022, from https://www.skillsforcare.org.uk/Regulated-professions/Social-work/Developing-social-workers/Measuring-the-impact.aspx
   Google Scholar
• Taylor, D. (2001). Emotional factors and continuing professional development. Advances in Psychiatric Treatment, 7(1), 9–15. https://doi.org/10.1192/apt.7.1.9
   Google Scholar
• Waddell, M. (2002). Inside lives: Psychoanalysis and the growth of the personality. Karnac Books.
   Google Scholar
• Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702–739. https://doi.org/10.3102/0034654308330970
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity (Learning in doing: Social, cognitive and computational perspectives). Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
   Google Scholar
• Youell, B., & Canham, H. (2006). The learning relationship: Psychoanalytic thinking in education. Karnac Books.
   Google Scholar