Webster-Wright Authentic Professional Learning

Making a Difference Through Learning at Work
2010
ISBN: 978-90-481-3947-7
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 2, 264 Seiten

Reihe: Professional and Practice-based Learning

There is considerable and growing interest in professionals learning across their working lives. The growth in this interest is likely premised upon the increasing percentage of those who are being employed under the designation as professi- als or para-professional workers in advanced industrial economies. Part of being designated in this way is a requirement to be able to work autonomously and in a relatively self-regulated manner. Of course, many other kinds of employment also demand such behaviours. However, there is particular attention being given to the ongoing development of workers who are seen to make crucial decisions and take actions about health, legal and ?nancial matters. Part of this attention derives from expectations within the community that those who are granted relative autonomy and are often paid handsomely should be current and informed in their decisi- making. Then, like all other workers, professionals are required to maintain their competence in the face of changing requirements for work. Consequently, a volume that seeks to inform how best this ongoing learning can be understood, supported and assisted is most timely and welcomed. This volume seeks to elaborate professional learning through a consideration of the concept of authentic professional learning. What is proposed here is that, in contrast to programmatic approaches towards professional development, the process of continuing professional learning is a personal, complex and diverse process that does not lend itself to easy prescription or the realisation of others' intents.

Autoren/Hrsg.

Webster-Wright, Ann

Inhaltsverzeichnis

1;Series Editors Foreword;6
2;Preface;8
3;Acknowledgements;10
4;Contents;11
5;List of Figure & Tables;15
6;Part I Introduction;16
6.1;1 Professional Learning at Work;18
6.1.1;1.1 A Morning at Work;19
6.1.2;1.2 Intent of This Book;20
6.1.3;1.3 Research Basis;22
6.1.4;1.4 Understanding Professional Learning;25
6.1.5;References;29
7;Part II Exploration;31
7.1;2 Mapping the Research Terrain;32
7.1.1;2.1 Exploring Professional Learning and Development;33
7.1.1.1;2.1.1 Learning Theories;33
7.1.1.2;2.1.2 Conceptions of Professional Knowing and Learning;34
7.1.1.3;2.1.3 Traditional and Innovative Professional Development;35
7.1.2;2.2 The Development of Professions;36
7.1.3;2.3 Pathways to Professionalism;38
7.1.3.1;2.3.1 Characteristics of a Profession;38
7.1.3.2;2.3.2 Developing Authoritative Experts;40
7.1.3.3;2.3.3 Defining Boundaries and Uniform Standards;41
7.1.3.4;2.3.4 Seeking Scientific Rigour and Evidence;44
7.1.3.5;2.3.5 Progressing Relentlessly Towards Excellence;47
7.1.3.6;2.3.6 Managing Uncertainty and Complexity;51
7.1.3.7;2.3.7 Valuing Possibilities of Professionalism;55
7.1.4;2.4 Tracing Professional Development;56
7.1.4.1;2.4.1 Threads of Inquiry;57
7.1.4.2;2.4.2 Patterns of Tensions;58
7.1.4.3;2.4.3 Professional Development Terrain;59
7.1.5;2.5 Setting the Scene;60
7.1.6;References;62
7.2;3 A Phenomenological Perspective;71
7.2.1;3.1 Wondering About Phenomenology;71
7.2.2;3.2 Phenomenology as a Conceptual Framework;72
7.2.2.1;3.2.1 Phenomenological Philosophy;72
7.2.2.2;3.2.2 Phenomenological Concepts;74
7.2.2.2.1;3.2.2.1 Life-World;74
7.2.2.2.2;3.2.2.2 Being-in-the-World;75
7.2.2.2.3;3.2.2.3 Embodied Knowing;76
7.2.2.2.4;3.2.2.4 Construction of Meaning;77
7.2.2.2.5;3.2.2.5 Understanding;79
7.2.2.3;3.2.3 Philosophical Assumptions of This Research;80
7.2.3;3.3 Phenomenology as a Methodological Approach;81
7.2.3.1;3.3.1 Principles of Phenomenological Research;81
7.2.3.1.1;3.3.1.1 Phenomenological Attitude;81
7.2.3.1.2;3.3.1.2 Phenomenological Essence;82
7.2.3.2;3.3.2 Empirical Phenomenology;83
7.2.3.2.1;3.3.2.1 Phenomenology as a Scientific Method;84
7.2.3.2.2;3.3.2.2 Phenomenology as Evocation of Lived Experience;85
7.2.3.2.3;3.3.2.3 Phenomenology as Rigorous Yet Evocative;86
7.2.4;3.4 Summary of Phenomenological Perspective;86
7.2.5;References;87
7.3;4 Delving into Methodology;90
7.3.1;4.1 Reflexive Methodology;90
7.3.2;4.2 Criteria of Quality in Research;92
7.3.3;4.3 Research Design;93
7.3.4;4.4 Rigour, Relevance and Reflexivity;95
7.3.5;4.5 Engaging with the Participants;97
7.3.6;4.6 Data Analysis;100
7.3.6.1;4.6.1 Dwelling with the Data;101
7.3.6.2;4.6.2 Transformation of Data;101
7.3.6.2.1;4.6.2.1 First Transformation;107
7.3.6.2.2;4.6.2.2 Second Transformation;107
7.3.6.2.3;4.6.2.3 Final Transformation;108
7.3.6.3;4.6.3 Developing the Structure;109
7.3.6.3.1;4.6.3.1 Determining the Constituents;109
7.3.6.3.2;4.6.3.2 Creating the Structure;110
7.3.6.3.3;4.6.3.3 Evoking the Structure;111
7.3.7;4.7 Looking Back;111
7.3.8;References;112
8;Part III Understanding;115
8.1;5 Authentic Professional Learning;116
8.1.1;5.1 Professional Life-World;116
8.1.1.1;5.1.1 Professional Affiliations;116
8.1.1.2;5.1.2 Employer Organisations;117
8.1.1.3;5.1.3 Local Workplaces;118
8.1.2;5.2 Situations Where Professionals Learn;119
8.1.3;5.3 Phenomenological Structure of APL;121
8.1.3.1;5.3.1 Overview of Authentic Professional Learning;121
8.1.3.2;5.3.2 Learning as Change in Professional Understanding;123
8.1.3.2.1;5.3.2.1 Change in Professional Understanding;124
8.1.3.2.2;5.3.2.2 Learning Transitions;125
8.1.3.2.3;5.3.2.3 Varying Types of Transitions;126
8.1.3.2.4;5.3.2.4 Vignette: A Whole New Way of Looking at Everything;127
8.1.3.3;5.3.3 Learning Through Engagement in Professional Practice;129
8.1.3.3.1;5.3.3.1 Active Engagement in Professional Practice;129
8.1.3.3.2;5.3.3.2 Caring About Practice;130
8.1.3.3.3;5.3.3.3 Uncertainty in Learning;131
8.1.3.3.4;5.3.3.4 Revealing the Novel;132
8.1.3.3.5;5.3.3.5 Vignette: Putting the Pieces Together;133
8.1.3.4;5.3.4 Learning Through Interconnection Over Time;134
8.1.3.4.1;5.3.4.1 Circuitous and Iterative Web;134
8.1.3.4.2;5.3.4.2 Imagination Draws Together;135
8.1.3.4.3;5.3.4.3 Dynamic Interaction with Others;136
8.1.3.4.4;5.3.4.4 Vignette: How Will I Do It Differently Next Time?;138
8.1.3.5;5.3.5 Learning as Circumscribed Openness to Possibilities;140
8.1.3.5.1;5.3.5.1 Openness to Possibilities;140
8.1.3.5.2;5.3.5.2 Opportunities and Constraints of Professional Context;142
8.1.3.5.3;5.3.5.3 Resolution of Tensions;145
8.1.3.5.4;5.3.5.4 Vignette: The Theoretical Framework Doesn't Match Reality;146
8.1.3.6;5.3.6 Summary of the Structure of APL;147
8.1.4;5.4 Learning as Part of Being a Professional;148
9;Part IV Integration;152
9.1;6 Rhetoric Versus Reality;154
9.1.1;6.1 Dealing with Dissonance;154
9.1.2;6.2 Problematic Issues in APL;157
9.1.2.1;6.2.1 Questioning Assumptions;158
9.1.2.2;6.2.2 Engaging with Uncertainty;160
9.1.2.3;6.2.3 Imagining Conversations;164
9.1.2.4;6.2.4 Voicing What Is Valued;166
9.1.3;6.3 Wider Context of Professional Dissonance;168
9.1.3.1;6.3.1 Competing Life-World Discourses;169
9.1.3.2;6.3.2 The Hidden Nature of Dissonance;171
9.1.4;References;173
9.2;7 Authenticity in Professional Life;179
9.2.1;7.1 Ontological Claims;179
9.2.1.1;7.1.1 What Does ?Being a Professional? Mean?;180
9.2.1.2;7.1.2 Being-in-the-Professional-World;182
9.2.1.3;7.1.3 Ontological Dimensions of Learning;183
9.2.1.3.1;7.1.3.1 Understanding of Being a Professional;183
9.2.1.3.2;7.1.3.2 Embodied Engagement in Practice;184
9.2.1.3.3;7.1.3.3 Expressing Shared Interconnection;185
9.2.1.3.4;7.1.3.4 Possibilities of Circumscribed Openness;186
9.2.1.3.5;7.1.3.5 Summary of Ontological Dimensions of APL;187
9.2.2;7.2 Authenticity in Professional Learning;188
9.2.2.1;7.2.1 Mavericks and Impostors;188
9.2.2.1.1;7.2.1.1 Vignette: I'm Never Sure if What I'm Learning Is the Truth;188
9.2.2.1.2;7.2.1.2 Being an Authentic Professional;189
9.2.2.2;7.2.2 Describing the Concept of Authenticity;190
9.2.2.2.1;7.2.2.1 Social Construction of Self;190
9.2.2.2.2;7.2.2.2 Public Professional World;191
9.2.2.2.3;7.2.2.3 Being Authentic;192
9.2.3;7.3 Transformation Through APL;194
9.2.3.1;7.3.1 Change Through APL Experiences;194
9.2.3.1.1;7.3.1.1 Vignette: Learning to Do What a Professional Does;194
9.2.3.1.2;7.3.1.2 Way of Being a Professional;195
9.2.3.2;7.3.2 Transformative Learning;197
9.2.4;7.4 Values in Professional Life;198
9.2.5;References;199
9.3;8 Finding a Way Forward;203
9.3.1;8.1 Scaffolding Authentic Professional Learning;204
9.3.1.1;8.1.1 Awareness as a Resource;205
9.3.1.2;8.1.2 Learning Relationships;206
9.3.1.3;8.1.3 Challenging Support;208
9.3.1.4;8.1.4 Critical Capability;209
9.3.1.5;8.1.5 Intelligent Accountability;210
9.3.1.6;8.1.6 Learning Ecologies;212
9.3.2;8.2 Creating Cultural Change;214
9.3.2.1;8.2.1 Culture of Inquiry;215
9.3.2.1.1;8.2.1.1 Celebration of Practice;216
9.3.2.1.2;8.2.1.2 Creative Dissent;217
9.3.2.2;8.2.2 Reflexive Authenticity;218
9.3.2.2.1;8.2.2.1 Standing Back;218
9.3.2.2.2;8.2.2.2 Standing Up;219
9.3.2.3;8.2.3 Sustainable Change;220
9.3.3;8.3 Professional Learning Pathways;222
9.3.3.1;8.3.1 Interconnected Matrix of Flexible Options;222
9.3.3.2;8.3.2 Authentic Professional Learning Groups;223
9.3.3.3;8.3.3 Existing Models for Supporting Learning;225
9.3.3.4;8.3.4 Existing Resources for Supporting Learning;227
9.3.4;8.4 Moving Forward;228
9.3.5;References;229
10;Part V Conclusion;236
10.1;9 Making a Difference;238
10.1.1;9.1 Revisiting the Research;239
10.1.1.1;9.1.1 Exploration of the Field;239
10.1.1.2;9.1.2 Key Findings of the Research;240
10.1.1.3;9.1.3 Continuation of Traditional PD;242
10.1.1.4;9.1.4 Finding What I Was Looking for;244
10.1.2;9.2 Philosophy and Practice;245
10.1.2.1;9.2.1 Contributions of Phenomenological Philosophy;245
10.1.2.2;9.2.2 What Matters in Professional and Public Life?;247
10.1.3;9.3 Making a Difference by Supporting APL;249
10.1.3.1;9.3.1 Making a Difference at Work;249
10.1.3.2;9.3.2 Making a Difference Beyond Work;251
10.1.4;9.4 Understanding Authentic Professional Learning;252
10.1.5;9.5 Reflections on the Day;254
10.1.5.1;9.5.1 In the Car;254
10.1.5.2;9.5.2 At Lunch Time;255
10.1.5.3;9.5.3 In the Car;256
10.1.6;References;256
10.2;Index;259