Authentic Professional Learning Making a Difference Through Learning at Work /

• Κύριος συγγραφέας: Webster-Wright, Ann (Συγγραφέας)
• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Dordrecht : Springer Netherlands : Imprint: Springer, 2010.
• Σειρά: Professional and Practice-based Learning, 2
• Θέματα: Education.; Phenomenology.; Lifelong learning.; Adult education.; Professional & Vocational Education.; Lifelong Learning/Adult Education.

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 shi...

Πίνακας περιεχομένων:

• 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, Relevance and Reflexivity
• 4.5 Engaging With the Participants
• 4.6 Data Analysis
• 4.6.1 Dwelling with the data
• 4.6.2 Transformation of data
• 4.6.3 Developing the structure
• 4.7 Summary of Methodology
• PART C: UNDERSTANDING
• 5
• Authentic Professional Learning
• 5.1 Professional Life-World
• 5.2 Situations Where Professionals Learn. 5.3 Structure of Authentic Professional Learning
• 5.3.1 Overview of authentic professional learning
• 5.3.2 Learning as change in professional understanding
• 5.3.2.1 Change in professional understanding
• 5.3.2.2 Learning transitions
• 5.3.2.3 Varying types of transitions
• 5.3.2.4 Gina: A whole new way of looking at everything
• 5.3.3 Learning through engagement in professional practice
• 5.3.3.1 Active engagement in professional practice
• 5.3.3.2 Caring about practice
• 5.3.3.3 Uncertainty in learning
• 5.3.3.4 Revealing the novel
• 5.3.3.5 Mary: Putting the pieces together
• 5.3.4 Learning through interconnection over time
• 5.3.4.1 Circuitous and iterative web
• 5.3.4.2 Imagination draws together
• 5.3.4.3 Dynamic interaction with others
• 5.3.4.4 Olivia: How will I do it differently next time? 5.3.5 Learning as circumscribed openness to possibilities
• 5.3.5.1 Openness to possibilities
• 5.3.5.2 Opportunities and constraints of professional context
• 5.3.5.3 Resolution of tensions
• 5.3.5.4 Sam: The theory doesn’t match reality
• 5.4 Summary of Authentic Professional Learning. 6
• Making Meaning Through Professional Learning
• 6.1 Learning as Part of Being a Professional
• 6.2 Ways of Being a Professional
• 6.2.1 Being Gina: Learning as an interesting journey
• 6.2.2 Being Mary: Learning as problem solving
• 6.2.3 Being Olivia: Learning as personal growth
• 6.2.4 Being Sam: Learning as an challenging ideas
• 6.3 Making Meaning as a Professional. PART D: INTEGRATION
• 7
• Rhetoric Versus Reality
• 7.1 Dealing with Dissonance
• 7.1.1 Credibility of the evidence about CPL
• 7.1.2 Describing the dissonance
• 7.2 Problematic Issues in CPL
• 7.2.1 Questioning assumptions
• 7.2.2 Engaging with uncertainty
• 7.2.3 Imagining conversations
• 7.2.4 Voicing what is valued
• 7.3 Wider Context of Professional Dissonance
• 7.3.1 Competing life-world discourses
• 7.3.2 The hidden nature of dissonance
• 8
• Authenticity in Professional Life
• 8.1 Ontological Claims
• 8.1.1 What does "being a professional" mean? 8.1.2 Being-in-the-professional-world
• 8.1.3 Ontological dimensions of learning
• 8.2 Authenticity in Professional Life
• 8.2.1 Mavericks and Impostors
• 8.2.1.1 Sally: I’m never sure if what I’m learning is the truth
• 8.2.1.2 Being an authentic professional
• 8.2.2 The concept of authenticity
• 8.2.2.1 Social construction of self
• 8.2.2.2 Public professional world
• 8.2.2.3 Being authentic
• 8.3 Transformation Through Learning
• 8.3.1 Change through learning experiences
• 8.3.1.1 Nerida: Learning to do what a professional does
• 8.3.1.2 Way of being a professional
• 8.3.2 Transformative learning
• 8.4 Implications of Ontological Claims
• 9
• Implications for stakeholders
• 9.1 Principles of Authentic Professional Learning
• 9.1.1 Awareness as a resource
• 9.1.2 Learning relationships
• 9.1.3 Challenging support
• 9.1.4 Learning culture
• 9.2 Changing Support for Professional Learning
• 9.2.1 Culture of inquiry
• 9.2.2 Reflexive authenticity
• 9.2.3 Cultural change
• 9.3 Models of Support for Authentic Professional Learning
• 9.3.1 Authentic professional learning support groups
• 9.3.2 Existing models for supporting learning
• 9.3.3 Existing resources for supporting learning
• 9.4 Implications for Undergraduate Education
• 9.4.1 Preparation for the realities of practice
• 9.4.2 Learning to be a professional
• PART E: CONCLUSION
• 10
• Making a Difference in Professional Learning
• 10.1 Ontology and Epistemology in Learning
• 10.2 Potential of Authentic Professional Learning
• 10.3 Making a Difference in Supporting learning
• 10.4 A Way Forward for Research on Learning
• 10.5 Possibilities for Change
• References
• Appendices
• A: Interview Questions
• B: Data Analysis Examples
• C: Summaries of Learning Situations Described by Participants.