Learning Trajectories, Innovation and Identity for Professional Development PDF
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Learning Trajectories, Innovation and Identity for Professional Development Innovation and Change in Professional Education VOLUME7 SeriesEditor: W.H.Gijselaers,SchoolofBusinessandEconomics,MaastrichtUniversity, TheNetherlands AssociateEditors: L.A.Wilkerson,DavidGeffenSchoolofMedicine,UniversityofCalifornia, LosAngelesCA,USA H.P.A.Boshuizen,CenterforLearningSciencesandTechnologies,Open UniversiteitNederland,Heerlen,TheNetherlands EditorialBoard: H.Barrows,SchoolofMedicine,SouthernIllinoisUniversity,SpringfieldIL,USA T.Duffy,SchoolofEducation,IndianaUniversity,BloomingtonIN,USA K.Eva,FacultyofHealthSciences,McMasterUniversity,HamiltonON,Canada H.Gruber,InstituteofEducationalScience,UniversityofRegensburg,Germany R.Milter,CareyBusinessSchool,JohnsHopkinsUniversity,BaltimoreMD,USA SCOPEOFTHESERIES Theprimaryaimofthisbookseriesistoprovideaplatformforexchangingexperiencesand knowledgeabouteducationalinnovationandchangeinprofessionaleducationand post-secondaryeducation(engineering,law,medicine,management,healthsciences,etc.). Theseriesprovidesanopportunitytopublishreviews,issuesofgeneralsignificanceto theorydevelopmentandresearchinprofessionaleducation,andcriticalanalysisof professionalpracticetotheenhancementofeducationalinnovationintheprofessions. Theseriespromotespublicationsthatdealwithpedagogicalissuesthatariseinthecontext ofinnovationandchangeofprofessionaleducation.Itpublishesworkfromleading practitionersinthefield,andcuttingedgeresearchers.Eachvolumeisdedicatedtoa specificthemeinprofessionaleducation,providingaconvenientresourceofpublications dedicatedtofurtherdevelopmentofprofessionaleducation. Forfurthervolumes: http://www.springer.com/series/6087 · Anne Mc Kee Michael Eraut Editors Learning Trajectories, Innovation and Identity for Professional Development 123 Editors Dr.AnneMcKee Prof.MichaelEraut AngliaRuskinUniversity SussexUniversity FacultyofEducation SussexSchoolofEducation ChelmsfordCampus SussexHouse BishopsHallLane BN19RH Brighton CM11SQChelmsford UnitedKingdom UnitedKingdom [email protected] [email protected] ISBN978-94-007-1723-7 e-ISBN978-94-007-1724-4 DOI10.1007/978-94-007-1724-4 SpringerDordrechtHeidelbergLondonNewYork LibraryofCongressControlNumber:2011934961 ©SpringerScience+BusinessMediaB.V.2012 Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorby anymeans,electronic,mechanical,photocopying,microfilming,recordingorotherwise,withoutwritten permissionfromthePublisher,withtheexceptionofanymaterialsuppliedspecificallyforthepurpose ofbeingenteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) Preface Education in the professions includes deep knowing and reflective practice that aregraduallyintegratedwithinlearningcontexts—thosesettingswhereformaland informal,individualandcollaborativelearningvisiblyoccur.Similarly,educational researcherslearntogetherintheirprofessionalassociations.Thisbookisanexam- ple.Itisanoutcomeofaday-longsymposiumthatIconvenedinApril2006atthe AmericanEducationalResearchAssociation’sannualmeeting,withformalsupport fromitsexecutivedirector,FeliceLevine.AsheadofAERA’sdivision,Education in the Professions, I invited division members to envision a range of themes and relevant studies by authors within and outside the division. Each of the four book conceptswasformallypresentedtothelargermembershipwithrequestsformember involvement. Subsequently, book editors and authors—including Anne Mc Kee and Michael Eraut, who are members of the British Educational Research Association as well asAERA—openedthesethemesandcontributionstorigorouscritique.Symposium proposalswereblind-reviewedinthedivision’sexemplaryprogramreviewprocess. Colleagues from within and outside the division who attended the symposia pro- videdextensiveconstructivefeedback.ThisvolumewillbejoinedbyExtraordinary LearningintheWorkplace,editedbyJanetHafler(2011). In this book, Mc Kee and Eraut argue that individual and collaborative learn- ing need to be joined by organizational learning for optimal institutional growth. For me, this implies continual cycles of transformative learning by administra- tors, faculty, and academic staff at each level of departmental and institutional practice. As these professionals attend to conceptual frameworks, create opportu- nities for deep reflection, engage in rigorous self-assessment, and project actions andconsequences,theyarelikelytocreateinnovationsthatresultinorganizational improvement. Organizational learning is a requirement when members of profes- sionsandtheirassociationsintendtomeetfuturedemandsforexpertise,leadership, andservice. Thescholarsinthisbookarestudyinghowprofessionalsreason,practice,reflect, and develop in complex settings. They collaborate not only with students or indi- vidual professionals but also with departments and institutions where seasoned professionalswork.Inturn,matureprofessionalsarerespondingbyopeningwhat, v vi Preface how,when,andwheretheylearnbycreatingsustainedpartnershipswiththefieldof educationresearch. Consider, in chapter sequence, the range of professions that have collaborated with the authors. They include early-career and mid-career engineers, nurses, and accountants;secondarycarespecialistsandprimarycareproviders;teamsofphysi- cians, nurses, pharmacists, and risk-managers; military company commanders; managers and their employees; dentistry students and practitioners, practitioners sanctioned by professional bodies, and those identified by peers as exemplars; noviceandexpertphysicians;communitynursesandadvancednursepractitioners; studentstransitioningfromlawandpsychologyprogramstopracticingprofession- als; community surgeons from established practices and their industry providers; and professors and teachers in higher education who serve in a range of roles, includingmanagementofcenters. Theauthorsrepresentedherehaveconductedstudiesinawiderangeofauthentic contextsofprofessionalpracticeinthreestatesintheUnitedStates,acrosstheUK, inBrazil,andinIraq,theNetherlands,andNorway.Forexample,onestudyinvolved community health professionals in 21 partner clinics across health departments, prisons, community health, and rural environments with a widely diverse patient population.Anotherstudyincludededucationprofessionalsacross81government- initiatedcentersoflearningandteachingacrossdisciplinesthatservedabroadrange of faculty/staff and their students. Still another study involved military comman- ders who were engaging in war with enemies and peace-keeping with civilians, sometimesduringthesameday. Theseinquiriesinauthenticsettingshavebeenequallymatchedbytheauthors’ focus on life span professional development. Studies include professional school students who made the transition to practitioners. Mid-career professionals, who weresuccessfulintheeyesoftheirpeers,werestudiedalongsideotherswhowere sanctioned by peers. Still others were judged by their peers as moral exemplars, oftentowardtheendoftheirformalprofessionalcontributions.Inthesecases,edu- cators as researchers are expected both to affect professional development and to studyitatthesametime. Suchcollaborativeinquiriescanleadtounderstandinglearningindiverseways across the disciplines and institutions in which professionals work, and across the professionallifespan.Alongwithnewinsight,innovationisanoutcomeofinquiry. Together, these studies set the stage for mutual learning that can advance both schooling and practice because each partner is primed for creating innovations in theory,research,practice,orpolicy. Severalauthorsstrivetowardasubstantiveandmeaningfulefforttobetterunite theory,research,practice,andpolicyinacontinualsearchforinnovationatmulti- plelevelsineducationandwork.Often,theseresearchersdealwithcontradictions inherentinconflictingidentities(e.g.,researcherascriticontheonehandandeduca- torasadvocateontheother);complexroles(e.g.,researchergroundedinadiscipline yetastuteinissuesthatcrossprofessions);andmultiplemethods(e.g.,surveyand interview,groundedethnography,andtheory-basedobservation). Preface vii Thesescholarsoftenexperienceaneedtoincludetheirparticipants’policyper- spectivesaswell,whichaddstothecomplexityofconductingstudiesinachanging organization. Study teams might also need to engage the contradictions that may arisewhenuniversityorscientificvaluesareinconflictwiththepurposesandval- uesofotherorganizations.Forexample,developingandthenhonoringappropriate informed consent at the individual, department, and institutional levels are essen- tial,butbecomeawkwardwhenaresearcherisexpectedtobeaparticipatingteam memberaswellasaresearchmanager. Readerswillappreciatethecomplicationsthataccruewhenstudyteamsseekto connecttheoryandresearchwithpracticeandpolicyasaconditionforconducting educational researchinanorganization. Often,astudyteammaybeinitiatingand responding to emerging topics with innovations in questions and methods. Or a study team may be developing organizational structures not only to collect data in authentic settings, but also to enhance student and/or professional learning. In thiscase,educationalresearchersmayintentionallypartnerwitheducatorstocreate innovativecurricularstructuressotheycanstudytheeffectsofinnovativeteaching practicestogether. In these studies, educational researchers often cross boundaries. For example, a professional who meets rigorous criteria in one discipline may also benefit indi- vidualsandorganizationsinanotherdiscipline.Thus,professionaldevelopmentfor researchersisnotonlyaboutwhataneducationalresearcherneedstoknowinorder to make innovative contributions. Researchers also need to become members of interdisciplinary groups who are gifted at dealing with the complexity of studies andsettingsthatcrossprofessions,butdonotoversteptheirexpertiseorrole. How an educational researcher deals responsibly with such critical issues depends in part on strengthening one’s own identity and role—without presuming that of others. This makes some chapters in this volume a guide for the kinds of educationalresearchnowpracticedineducationintheprofessions.Thesescholars showresearchintegrity—thesearchformeaningandvaluethroughethicalinquiry inadiscipline,supportedbypeerreview. This somewhat ideal picture of complex, multidimensional, scholarly practice is more nearly met by the most experienced authors in this book who document a programofresearchthathastakenyearsofiterativestudies.Theseauthorsarticulate howtheyhavediscoveredthequestions,developedthetheoryandmethod,andmade meaning of findings for diverse audiences and organizations. Some authors have workedacrossprofessions—otherswithinasingleprofession—eachwithincreasing depth,clarity,andinterconnectionateachlevelofprofessionalexpertise. Other authors have studied a broad set of contexts where theory–research– practice–policyinterconnectionsaremostvisiblebecausetheyaresituatedinpolicy andpracticecommunities.Asaresult,theirfindingsleadtoinnovativepracticesthat contribute to responsible and responsive educational policy. In the process, schol- ars and professionals assist each other in creating learning organizations in both universitiesandotherinstitutionswherebothscholarsandprofessionalspractice. For a decade or more, members of the American Educational Research Association’s division, Education in the Professions, have committed their time viii Preface andenergytoextendtherangeofdisciplinesandprofessionsthatcontributetothe literatureineducationresearchandinquiry. As scholars in the professions, the authors of this book continue in this tradi- tion, and also set new standards for educational research. They cross boundaries acrossdisciplinesandprofessionsinacontinualsearchfordiversesourcesofideas, evidence,andcontextsofpractice.Theytakeupthemostdifficultproblemsinpro- fessional work and do not shy away from the complexity of situations by using simplerandsafermethods. Inthisway,theauthorsjoineducationalresearchintheprofessionsasafieldof inquiry.Astheauthorsexplainanaimofthebookistoshareknowledgeandpractice acrossdisciplines,particularlyhowmethodologies aredeployed withinandacross professionalgroupsandtheinstitutionsinwhichtheywork.Theseauthorsclearly demonstrate that breadth and depth of methods are the de rigueur of educational research in the professions and their institutions. They illustrate the value of the division’seffortstobroadenitsreachacrosstheprofessions,anecessarycondition forfutureinterdisciplinarywork. This integrative effort toward coherence within the diversity of professions and thewiderangeofinstitutionswheretheycontributeisnoteworthy.Together,theedi- torsandauthorsofthisbooksethighexpectationsforthecontinuingcontributions ofeducationalresearchers.ItrustthatreaderswillnoticewhatIdid:thateducation researchisitselfbecomingawell-respectedprofession. AlvernoCollege MarciaMentkowski February10,2011 Contents 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 AnneMcKeeandMichaelEraut 2 DevelopingaBroaderApproachtoProfessionalLearning . . . . . 21 MichaelEraut 3 Knowledge Networks for Treating Complex Diseases inRemote,Rural,andUnderservedCommunities . . . . . . . . . . 47 SanjeevArora,SummersKalishman,DeniseDion, KarlaThornton,GlenMurata,ConnieFassler, StevenM.Jenkusky,BrookeParish,MiriamKomaromy, WesleyPak,andJohnBrown 4 Using Simulation and Coaching as a Catalyst forIntroducingTeam-BasedMedicalErrorDisclosure . . . . . . . 71 LynneRobins,PeggyOdegard,SarahShannon, CarolynProuty,SaraKim,DouglasBrock,andThomasGallagher 5 Leader Development in Dynamic and Hazardous Environments: Company Commander Learning ThroughCombat . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 NateAllenandD.ChristopherKayes 6 Managers’ Teaching and Leading in the Workplace: AnExploratoryFieldStudy . . . . . . . . . . . . . . . . . . . . . . 113 RobertE.SaggersandAlenoushSaroyan 7 ProfessionalIdentityFormationandTransformationacross theLifeSpan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 MurielJ.BebeauandVernaE.Monson 8 TheRoleofReflectioninMedicalPractice:Continuing ProfessionalDevelopmentinMedicine . . . . . . . . . . . . . . . . 163 SílviaMamede,RemyRikers,andHenkG.Schmidt ix
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