Authentic Professional Learning Making a Difference Through Learning at Work

Authentic Professional Learning Making a Difference Through Learning at Work / by Ann Webster-Wright.

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...

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Bibliographic Details
Main Author: Webster-Wright, Ann (Author)
Corporate Author: SpringerLink (Online service)
Format: eBook
Language:English
Published: Dordrecht : Springer Netherlands : Imprint: Springer, 2010.
Edition:1st ed. 2010.
Series:Professional and Practice-based Learning, 2
Springer eBook Collection.
Subjects:
Professional education.
Vocational education.
Phenomenology .
Lifelong learning.
Adult education.
Electronic resources (E-books)
Online Access:Click to view e-book
Holy Cross Note:Loaded electronically.
Electronic access restricted to members of the Holy Cross Community.
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, 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.

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