Nothing remains static for this lifelong learner

2021 ◽  
Vol 21 (1) ◽  
pp. 12-12
Author(s):  
Gary A. Enos
Keyword(s):  
Lifelong Learner

scholarly journals Public school teachers’ experiences of profound learning

2019 ◽  
Vol 25 (3) ◽  
pp. 107-123
Author(s):  
Davin Jules Carr-Chellman ◽  
Michael Kroth
Keyword(s):  
Public School ◽  
Learning Experience ◽  
Basic Research ◽  
Public School Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Lifelong Learner ◽  
Structural Identity ◽  
Teachers Experiences ◽  
Cumulative Process

Teachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound learning experiences. Through an in-depth focus group with public school teachers, the purpose of this study was to build our understanding of teachers-as-learners by exploring these two questions. Based on this research, the qualities of a profound learning experience include: growing, emotive, disruptive, real, irreversible, either positive or negative, social, opening, and surprising. Profound learners, according to themes which emerged: have depth of thought, are emotionally wise, take life seriously, are adventurous in thought and deed, are unbounded, and are humble. Through a constructivist lens, these qualities direct us to the following findings: profound learning is non-dualistic and holistic, is a cumulative process, and is integral to the complex role of structural identity.

If at First You Don’t Succeed, Become a Lifelong Learner

2013 ◽  
pp. 322-339
Author(s):  
Kathleen P. King ◽  
Christina M. Partin ◽  
Hidelisa C. Manibusan ◽  
Gillian M. Sadhi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Learning ◽  
Lifelong Learning ◽  
Workforce Development ◽  
Economic Capital ◽  
Online Classes ◽  
Learning Skills ◽  
Lifelong Learner ◽  
New Perspective

In this chapter, the authors propose examining online learning in higher education as a mechanism for promoting lifelong learning skills, and thus, as a way to provide capital to students. With that in mind, they provide a theoretical foundation to demonstrate the need for workforce development as well as interdisciplinary perspectives on the skills and requisites necessary for successful lifelong learning, and how both are important to the central mission of higher education. This chapter explores the literature and major issues surrounding the importance and use of capital and lifelong learning skills, and how both can be gained through online learning. The authors argue that lifelong learning skills can be generated through transformative leaning experiences and that facilitating these experiences should be a goal of online learning in higher education in order to ensure that students have the skills necessary to gain social, cultural, and economic capital in order to remain relevant through their lives in a 21st century, learning society. In this chapter, the authors discuss several relevant examples of “Tools for Lifelong Learning” including specific examples to demonstrate how online classes can serve as a mechanism to generate capital for students in higher education settings. They provide a model and build upon theory across higher education, sociology, adult learning, and educational psychology to provide a new perspective of the importance of lifelong learning as well as best practices for achieving these goals.

Becoming a Lifelong Learner through Life Disruptions: Exploring Motivational Pathways in Second Chance Schools’ Students

2018 ◽  
Vol 23 (3) ◽  
pp. 606-621
Author(s):  
Michael Christodoulou ◽  
Pandelis Kiprianos ◽  
Elena Papachristopoulou
Keyword(s):  
Adult Students ◽  
Lifelong Learning ◽  
Motivational Orientation ◽  
Lifelong Learner ◽  
Life Decisions ◽  
Second Chance ◽  
Generic Process

The aim of this article is to capture the generic process which shapes the reasons Second Chance Schools’ students set out for enrolling in them and for approaching lifelong learning. We theoretically frame motivations as having relational and temporal emergence and as embedded in their lifeworld experiences which have to be narratively reconstructed in order for the students to take life decisions. Through biographical interviews with adult students attending a Second Chance School in Greece, we identified the role of life-disrupting events in this process and their core dynamic in forming motivational pathways. We argue that life disruptions fuel four different kinds of biographical gestalts, within each of which students develop a peculiar narrative reasoning for their enrollment in Second Chance School. Stigma, emancipation, biographical suffering, and work improvement constitute four distinct biographical gestalts, in which specific life disruptions are tied up with how adult students construct their motivational orientation toward lifelong learning throughout their lives.

Lifelong Learner/Lifelong Teacher

2003 ◽  
Vol 50 (2) ◽  
pp. 220-221 ◽  
Author(s):  
Robert L. Ruberg
Keyword(s):  
Lifelong Learner

The development of a system for supporting the lifelong learner

2006 ◽  
Vol 37 (6) ◽  
pp. 867-880 ◽  
Author(s):  
Sara de Freitas ◽  
Ian Harrison ◽  
George Magoulas ◽  
Adrian Mee ◽  
Fitri Mohamad ◽  
...  
Keyword(s):  
Lifelong Learner

scholarly journals Microcredential learners need quality careers and employability support

2021 ◽  
Vol 12 (1) ◽  
pp. 21-23
Author(s):  
Michael Healy
Keyword(s):  
21St Century ◽  
Labour Markets ◽  
Career Goals ◽  
Lifelong Learner ◽  
Employment Success ◽  
Workplace Competencies

Providers, industry, and governments have embraced microcredentialing as a solution to the volatility and velocity of changes in labour markets, workplace competencies, and the needs of the 21st century lifelong learner (Oliver, 2019). However, microcredentials do not, in and of themselves, guarantee career or employment success. Seeking a microcredential is one adaptive career behaviour that people might enact in pursuit of their career goals (Lent & Brown, 2013). Similarly, holding a microcredential is one form of employability capital that people might highlight when seeking employment (Tomlinson & Anderson, 2020).

scholarly journals El “residente como docente”: estudio fenomenográfico sobre las experiencias docentes en residentes de Medicina Familiar de una Universidad en Chía, Colombia

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Adriana Marcela Rincón Salazar ◽  
Francisco Lamus Lemus ◽  
Natalia Reinoso Chávez ◽  
Claudia Liliana Jaimes Peñuela
Keyword(s):  
Latin American ◽  
Role Model ◽  
Medical Residents ◽  
Teacher Role ◽  
Teaching Experiences ◽  
Postgraduate Students ◽  
Lifelong Learner ◽  
Investigación Cualitativa ◽  
Dimensions Of Variation ◽  
De Medicina

Los residentes médicos representan un rol fundamental en el proceso de formación de estudiantes, internos y co-residentes, con labores implícitas de docencia en sus obligaciones como estudiantes de posgrado y sin ningún tipo de formación para ello. Previo a la implementación de programas de “residente como docente”, resulta útil indagar sobre las experiencias docentes en contexto, para así desarrollar programas acordes a las características y necesidades del medio. Este estudio buscó identificar las variaciones en las experiencias docentes de residentes de Medicina Familiar de una Universidad en Colombia. Corresponde a una investigación cualitativa con un enfoque fenomenográfico. Participaron 15 residentes de diferentes años de formación. Se identificaron 5 categorías de descripción relacionadas de manera jerárquica y determinadas a partir de 7 dimensiones de variación. Las formas identificadas de experimentar el rol del “residente como docente” son el transmisor pasivo impuesto, el facilitador del conocimiento, el facilitador de la práctica clínica, el role model y el “lifelong learner”. Las variaciones en las experiencias del “residente como docente”, estuvieron determinadas por la interacción de factores personales y contextuales. Se identificó que las categorías de descripción se encuentran interconectadas, con el potencial de avanzar hacia la siguiente categoría. Lo anterior puede ser utilizado como sustrato para el desarrollo de un programa de “residente como docente” orientado a potenciar la transformación hacia las categorías de descripción en los niveles de mayor comprensión del rol, situación deseable en el contexto latinoamericano donde los residentes tienen diversas responsabilidades docentes. medical residents represent a fundamental role in the training process of students, interns and peer-residents, with implicit teaching obligations as postgraduate students and without any type of training for it. Prior to the implementation of a “resident as teacher” program, it is useful to inquire about teaching experiences in context, in order to develop programs according to the characteristics and needs of the environment. This study sought to identify the variations in the teaching experiences in Family Medicine residents in a Colombian University. This is a qualitative research with a phenomenographic approach. Fifteen residents from different years of training responded a semi-structures interview. We identified 5 categories of description related in a hierarchical way by 7 dimensions of variation. The ways of experiencing the “resident as teacher” role are the imposed passive transmitter, the facilitator of knowledge, the facilitator of clinical practice, the role model and the “lifelong learner”. Variations in experiences of "resident as teacher" are determined by the interaction of personal and contextual factors. It is necessary to emphasize that the description categories are interconnected, with the potential to advance to the next category. The above can be used as a platform for the development of a "resident as teacher" program aimed to promote functional academic transformations towards the description categories with deeper understanding of the teacher role, a desirable situation in the Latin American context where residents have diverse teaching responsabilities.

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