“Becoming” a Professional: An Interdisciplinary Analysis of Professional Learning PDF
Preview “Becoming” a Professional: An Interdisciplinary Analysis of Professional Learning
“Becoming”a Professional Lifelong Learning Book Series VOLUME16 SeriesEditors DavidN.Aspin,FacultyofEducation,MonashUniversity,Melbourne,Australia JudithD.Chapman,CentreforLifelongLearning,AustralianCatholicUniversity, Melbourne,Australia EditorialBoard WilliamL.Boyd,DepartmentofEducationPolicyStudies,PennsylvaniaState University,UniversityPark,PA,USA KarenEvans,InstituteofEducation,UniversityofLondon,UK MalcolmSkilbeck,Drysdale,Victoria,Australia YukikoSawano,UniversityoftheSacredHeart,Tokyo,Japan KaoruOkamoto,NationalGraduateInstituteforPolicyStudies,Tokyo,Japan DenisW.Ralph,FlindersUniversity,Adelaide,Australia Aims&Scope “LifelongLearning”hasbecomeacentralthemeineducationandcommunity development.Bothinternationalandnationalagencies,governmentsandeducational institutionshaveadoptedtheideaoflifelonglearningastheirmajorthemeforaddress andattentionoverthenexttenyears.Theyrealizethatitisonlybygettingpeople committedtotheideaofeducationbothlife-wideandlifelongthatthegoalsof economicadvancement,socialemancipationandpersonalgrowthwillbeattained. TheLifelongLearningBookSeriesaimstokeepscholarsandprofessionalsinformed aboutandabreastofcurrentdevelopmentsandtoadvanceresearchandscholarshipin thedomainofLifelongLearning.Itfurtheraimstoprovidelearningandteaching materials,serveasaforumforscholarlyandprofessionaldebateandofferarichfund ofresourcesforresearchers,policy-makers,scholars,professionalsandpractitionersin thefield. ThevolumesinthisinternationalSeriesaremulti-disciplinaryinorientation, polymathicinorigin,rangeandreach,andvariegatedinrangeandcomplexity.They arewrittenbyresearchers,professionalsandpractitionersworkingwidelyacrossthe internationalarenainlifelonglearningandareorientatedtowardspolicyimprovement andeducationalbettermentthroughoutthelifecycle. Forfurthervolumes: http://www.springer.com/series/6227 “Becoming” a Professional an Interdisciplinary Analysis of Professional Learning Editedby LesleyScanlon FacultyofEducationandSocialWork,UniversityofSydney,NSW,Australia 123 Editor LesleyScanlon FacultyofEducationandSocialWork UniversityofSydney SydneyNewSouthWales Australia [email protected] ISBN978-94-007-1377-2 e-ISBN978-94-007-1378-9 DOI10.1007/978-94-007-1378-9 SpringerDordrechtHeidelbergLondonNewYork LibraryofCongressControlNumber:2011930862 ©SpringerScience+BusinessMediaB.V.2011 Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorby anymeans,electronic,mechanical,photocopying,microfilming,recordingorotherwise,withoutwritten permissionfromthePublisher,withtheexceptionofanymaterialsuppliedspecificallyforthepurpose ofbeingenteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework. Coverdesign:SPiPublisherServices Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) JosieandGabriel Editorial by Series Editors This volume is a further publication in the Springer Series of publications on the theme of Lifelong Learning, edited by David Aspin and Judith Chapman. In this series, we have taken as our principal agenda a number of themes for future researchanddevelopment,analysisandexpansionandstrategiesandguidelinesin the field of lifelong learning. The domain of lifelong learning has become a rich and fertile ground for setting out and summarising, comparing and criticising the heterogeneousscope and remit of policies, proposalsand practices in its different constitutivepartsacrosstheinternationalarena. This volume is an outcomeof some of the importantissues thatwere raised in the first edition of the International Handbook of Lifelong Learning. It deals, in particular, with the questions about the ways in which people “become” profes- sional. It is the work of our colleague Lesley Scanlon, who has gathered together contributions to this important theme from a range of international scholars and writers in that field. The writers analyse the nature, developmentand function of becoming a professional and the generic attributes we may look for in them in an age of uncertainty. The authors that Lesley has brought together look at the relationshipbetweenprofessionalattributesandchangingconceptionsoflearning, aswellastherelationshipbetweenprofessionallearning,inarangeofprofessions– medicine, nursing, teaching, the law, the caring professions, engineering – in a world where opportunities for employment and their concomitant requirements are constantlychanging.Theypay particularattention to the evolutionfrom insti- tutional requirements of professional development to a more profession-directed and profession-driven approach, in which the needs, interests and aspirations of the learners themselves play a far greater part in determining the structures and directionsofthe learningprogramsthatare setupto help thembecomeproficient agents in their chosen fields. Particular attention is paid to the changing nature, typeandfunctionofgenericattributesandlearninginprofessionalsettings,where examplesandillustrativecasesaredrawnwidelyfromacrosstheinternationalfield. Lesley Scanlon and her colleagues have done us all a signal service in the preparation of this book. Their work has demonstrated a clear commitment to the emancipatory potential of lifelong learning to become a professional. Their vii viii EditorialbySeriesEditors argumentis that the contemporaryfocus on the transition to work and the role of genericattributesneedstobeconceivedmorerealisticallyandcoherentlyaspartof anongoingandinteractivelifelonglearningprocess.Theprofessionalenvironment canprovideindividualandcollectiveopportunitiestobuildonandintegratelearning gainedfromamuchwidersetofactivitiesandexperiences.Learningtobecomea professionalis, theyargue,animportantpartoflifelonglearning,asitisasite for personal and general forms of learning, as well as for the further developmentof technicaland professionalknowledgeto be activated and deployedin a particular professionalfield.Forthem,theissueofhowtoenhancethenotionofprofessional beliefs and behaviour, ethics and attitudes and the application of more general capacitieslikecommunicating,relatingtopeopleandusingtechnologyisamatter ofencouragingbetterlearning,priortoenteringandwhileengagedintheworkof theirprofession. We believe that this importantwork comesforward at an especially significant and fruitful time when the worlds and institutions of learning and work are in a stateofconsiderable,nottosayradical,changeandupheaval.Webelievethatboth employersand institutionswillbenefitenormouslyfromreadingandreflecting on the messages contained in this work. We are pleased that the work helps carry forwardtheagendaoftheSpringerBookSeriesonLifelongLearning.Wethankthe anonymous international reviewers and assessors who have considered, reviewed and assessed the proposal for this work and the individual chapters in the final manuscriptand who have played a significant partin the progressof this work to completion.We trustthat its readerswill find it as stimulating,thought-provoking and controversialas we who have overseen this project and its developmenthave foundit.Wecommenditwithgreatconfidencetoallthoseworkinginthisfield.We aresurethatthisfurthervolumeintheSpringerSerieswillprovidethewiderange of constituencies working in the domain of lifelong learning with a rich range of newmaterialfortheirconsiderationandfurtherinvestigation.Webelievethatitwill encourage their continuing critical thinking, research and development, academic andscholarlyproductionandindividual,institutionalandprofessionalprogress. January2011 DavidAspinandJudithChapman Contents Introduction ...................................................................... 1 LesleyScanlon 1 ‘Becoming’aProfessional................................................. 13 LesleyScanlon 2 Becoming As an Appropriate Metaphor forUnderstandingProfessionalLearning ............................... 33 PaulHagerandPhilHodkinson 3 LearningtoBe–AtWork ................................................. 57 DavidBeckett 4 HigherEducationandBecomingaProfessional........................ 77 MadeleineAbrandtDahlgren 5 BecomingAuthenticProfessionals:LearningforAuthenticity........ 95 ThuyT.VuandGloriaDall’Alba 6 WhiteCoats,HandmaidensandWarriorChiefs:TheRole ofFilmicRepresentationsinBecomingaProfessional................. 109 LesleyScanlon 7 BecomingaMedicalProfessional......................................... 129 AlanBleakley 8 ProfessionalPracticeandDoctoralEducation:Becoming aResearcher................................................................. 153 AlisonLee 9 BecomingaProfessionalDoctor .......................................... 171 KirstyFoster 10 BecomingaProfessionalNurse ........................................... 195 JaneDaveyandSandieBredemeyer ix
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