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dc.contributor.advisorDonaldson, Joseph Fetzereng
dc.contributor.authorIseminger, Janice M., 1951-eng
dc.date.issued2007eng
dc.date.submitted2007 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (September 25, 2007)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.eng
dc.description.abstractThe purpose of this study was to explore the learning activities that contributed to the professional competences of mental health caseworkers. Nowlen's (1988) Update, Competence, and Performance Models of Competence, concepts of personal/professional knowledge, and situated/social learning theories constituted the theoretical foundations that informed this study. The study was a qualitative study that relied primarily on interview data collected from caseworkers, their supervisors, and their co-workers. Trustworthiness, consistency, and transferability were maintained via the use of multiple sources of interview data; member checks; a peer debriefer/coder; an audit trail; a rich and thick description of the study's context and the participants' perspectives. Four competences emerged from the data: personal, work, tools, and learning competences. Two major learning categories emerged: learning from formal opportunities and learning from and in experiences and situational contexts. Four major relationships between learning activities and the development of professional competences were identified: integrated learning was found to be related to the development of the competence of learning, establishing external relationships to the tools competence, problem solving to work competence, and developing the "self" to personal competence. Implications for practice and research focus on enhancing opportunities for informal learning to occur as part of professional practice.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb59733792eng
dc.identifier.oclc173276696eng
dc.identifier.urihttps://doi.org/10.32469/10355/4800eng
dc.identifier.urihttps://hdl.handle.net/10355/4800
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshHuman services personnel -- Education (Continuing education)eng
dc.subject.lcshProfessional employees -- Education (Continuing education)eng
dc.titleUnderstanding learning activities of caseworkers for the development of their professional competenceeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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