By Lesley Scanlon (auth.), Lesley Scanlon (eds.)
‘Becoming’ is utilized in this interdisciplinary paintings as an emergent, iterative notion id formation. The conceptual framework of ‘becoming’, in addition to the arguments within the e-book are meant to inspire professionals—and these engaged of their education—to ponder what it capability to be a ‘professional’ within the twenty-first century, an period ruled by means of the discourses of globalisation, ‘new mangerialism’, multiculturalism and deprofessionalisation. we are living in an international the place not just students, but additionally a greater trained shopper base trained through technological ideas, have issued unheard of demanding situations to the normal expert excellent. The as soon as paradigmatic id of the prevalence of the Anglo-American specialist, grounded in an unique knowledge-base and an altruistic ‘public-service’ precept, aren't any longer tenable.
The publication will generate discussion concerning the nature of professionalism via a multidisciplinary lens in chapters on medication, nursing and educating and in connection with social paintings, the clergy and engineering. right here, changing into a qualified is a lifelong, prolonged strategy that constructs an individual’s specialist id via formal schooling, office interactions and pop culture. It advocates the ‘ongoing’ modality of constructing a certified self all through one’s specialist lifestyles. What emerges from this paintings is an idea of changing into a certified that's rather various from the remoted, rugged, individualistic method of conventional specialist perform as represented in pop culture. it's a booklet for the reflective professional.
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Additional resources for “Becoming” a Professional: An Interdisciplinary Analysis of Professional Learning
But this is definitely not the sense in which we ‘transfer’ knowledge and skills when we teach them. Professional developers do not literally transfer their knowledge and skills to professionals. Rather, if the professional development session is successful, a new instance of the knowledge or skill is created, seemingly in the professional’s head or body. But the professional developer still retains the skill that has been supposedly ‘transferred’ to the professionals. This is definitely not transfer in the usual sense.
That the cognitive nature of the knowledge-base is significant in determining professional status is illustrated by Etzione’s (1969) claim that teachers and nurses are ‘semi-professionals’ because their knowledge-base is 22 L. Scanlon intuitive, emotional and interpersonal, thin and underdeveloped. Below, I focus on teachers’ knowledge which Hoyle and John (1995, p. 52) suggest is an example of still fragmented and peripheral knowledge. The parlous state of teachers’ knowledge has been exacerbated by the fact that theoretical knowledge has largely been excluded from teacher education programmes and replaced by school-based or practical knowledge (Beck 2008, p.
In R. Dingwell & P. ), The sociology of the professions (pp. 224–241). London: Macmillan. Baumeister, R. , & Muraven, M. (1996). Identity as adaptation to social, cultural, and historical context. Journal of Adolescence, 19, 405–416. Beck, J. (2008). Governmental professionalism: Re-professionalising or de-professionalising teachers in England. British Journal of Educational Studies, 56(2), 119–143. , & Young, M. F. D. (2005). The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis.