rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Authentic Professional Learning
    sub title: Making a Difference Through Learning at Work
  name:
    name part: Webster-Wright, Ann.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XVI, 260 p. online resource.
  abstract: Meeting the challenges of an unpredictable global future will be hard enough for all sectors, but one thing is certain: ongoing learning by all of the professions is vital. This book applies cutting-edge educational theory to the concept of lifelong learning. It argues for a significant paradigm shift from the traditional practice of providing programs to develop professionals, towards enabling professionals’ capability for authentic inquiry into their own practices. In doing so, the text contributes much to the ongoing debate about how professionals can be supported in ways that nourish them as individuals as well as leading to worthwhile and sustainable outcomes for society as a whole. The book highlights a disparity between the reality of professionals’ learning experiences and the rhetoric commonly employed in relation to professional performance development. Empirical data reveal that professionals take their responsibilities to improve their practice seriously, but consider their continuing learning needs to be more profound than that provided by narrow professional development rhetoric. The didactic and episodic nature of many professional development activities does not adequately support the multifaceted and idiosyncratic nature of authentic professional learning, as lived by professionals in practice. In this volume, the common themes across diverse experiences of learning are defined within a phenomenological framework as understanding, engagement, interconnection and openness. Realistic guidelines to support learning, in ways that balance professional accountability and agency, are elucidated in the context of this framework. The book highlights contemporary workplace dilemmas for professionals, including those working in healthcare, who are anxious to make a difference to the lives of those they care for. Drawing on phenomenological philosophy, Ann Webster-Wright explores the issue of authenticity in professional life as well as the contribution that pr…
  table of contents: PART A: INTRODUCTION. Prologue -- 1 -- Professional Learning at Work -- 1.1 Genesis of the Research -- 1.2 Intent of the Book -- 1.3 Research Findings -- 1.4 Conceptualising Authentic Professional Learning -- PART B: EXPLORATION -- 2 -- Critical Review of Professional Development -- 2.1 Interdisciplinary Inquiry into Professional Learning -- 2.1.1 Professional education -- 2.1.2 Workplace learning -- 2.1.3 Adult education -- 2.1.4 Integrating the research fields -- 2.2 Current Working Context for Professional Learning -- 2.2.1 Certainty through regulation and control -- 2.2.2 Uncertainty related to change and complexity -- 2.3 The Concept of Learning -- 2.3.1 Learning theories -- 2.3.2 The nature of professional learning -- 2.3.2.1 Learning from experience -- 2.3.2.2 Learning through reflective action -- 2.3.2.3 Learning mediated by context -- 2.3.3 The nature of professional knowledge -- 2.3.3.1 Knowledge as a commodity -- 2.3.3.2 Knowing-in-practice -- 2.3.3.3 Embodied knowing -- 2.4 Problematising Practice and Research -- 3 -- Phenomenological Conceptual Framework -- 3.1 Wondering About Phenomenology -- 3.2 Phenomenology as a Conceptual Framework -- 3.2.1 Phenomenological philosophy -- 3.2.2 Phenomenological concepts -- 3.2.2.1 Life-world -- 3.2.2.2 Being-in-the-world -- 3.2.2.3 Embodied knowing -- 3.2.2.4 Construction of meaning -- 3.2.2.5 Understanding -- 3.2.3 Philosophical assumptions of this research -- 3.3 Phenomenology as a Methodological Approach -- 3.3.1 Principles of phenomenological research -- 3.3.1.1 Phenomenological attitude -- 3.3.1.2 Phenomenological essence -- 3.3.2 Empirical phenomenology -- 3.3.2.1 Phenomenology as a scientific method -- 3.3.2.2 Phenomenology as evocation of lived experience -- 3.3.2.3 Phenomenology as rigorous yet evocative -- 3.4 Summary of Phenomenological Framework -- 4 -- Empirical Phenomenological Methodology -- 4.1 Reflexive Methodology -- 4.2 Criteria of Quality in Research -- 4.3 Research Design -- 4.4 Rigour, Relevanc…
  note: by Ann Webster-Wright.
  subject:
    topic: Education
  subject:
    topic: Phenomenology
  subject:
    topic: Lifelong learning
  subject:
    topic: Adult education
  subject:
    topic: Education
  subject:
    topic: Professional & Vocational Education
  subject:
    topic: Phenomenology
  subject:
    topic: Lifelong Learning/Adult Education
  classification: LC1051-1072
  classification: LC1041-1048
  classification: 370.113
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Professional and Practice-based Learning, 2
  identifier: 9789048139477
  identifier: http://dx.doi.org/10.1007/978-90-481-3947-7
  record info:
    record creation date: 100805
    record change date: 20151111194340.0
    record identifier: 978-90-481-3947-7