Search Results for "being-an-expert-professional-practitioner-the-relational-turn-in-expertise-professional-and-practice-based-learning"

Being an Expert Professional Practitioner

Being an Expert Professional Practitioner

The Relational Turn in Expertise

  • Author: Anne Edwards
  • Publisher: Springer Science & Business Media
  • ISBN: 9789048139699
  • Category: Education
  • Page: 172
  • View: 5755
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Professionals deal with complex problems which require working with the expertise of others, but being able to collaborate resourcefully with others is an additional form of expertise. This book draws on a series of research studies to explain what is involved in the new concept of working relationally across practices. It demonstrates how spending time building common knowledge between different professions aids collaboration. The core concept is relational agency, which can arise between practitioners who work together on a complex task: whether reconfiguring the trajectory of a vulnerable child or developing a piece of computer software. Common knowledge, which captures the motives and values of each profession, is essential for the exercise of relational agency and contributing to and working with the common knowledge of what matters for each profession is a new form of relational expertise. The book is based on a wide body of field research including the author’s own. It tackles how to research expert practices using Vygotskian perspectives, and demonstrates how Cultural Historical and Activity Theory approaches contribute to how we understand learning, practices and organisations.

Exploring Relational Professionalism in Schools

Exploring Relational Professionalism in Schools

  • Author: Anneli Frelin
  • Publisher: Springer Science & Business Media
  • ISBN: 9462092486
  • Category: Education
  • Page: 138
  • View: 5011
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How is it that some teachers have just “got it”? They walk into a room and the atmosphere changes. They get through to students in a way that no-one else can. The author has sought answers to this question by observing and interviewing teachers from preschool to upper secondary school levels. Having intensively studied the highly influential but underestimated relational dimension of teaching, her contention is that these teachers successfully use relational practices to build educational relationships with their students and educational communities among them. Moreover, she finds that what may come across as a teacher’s personal traits is actually a sensible professional approach. These teachers haven’t “got it” - they “get it”. This book explains how teachers carry out their relational practices, and contains an abundance of everyday examples from all stages of education. The deep theoretical reasoning departs from these examples to create a compelling argument for a teacher’s relational professionality that is possible to learn and teach. New relational perspectives and concepts are introduced for the purpose of facilitating professional conversations about the profound dimension of relationships in education.

Changing Organizations from Within

Changing Organizations from Within

Roles, Risks and Consultancy Relationships

  • Author: Robin C. Stevens
  • Publisher: Routledge
  • ISBN: 1317168550
  • Category: Business & Economics
  • Page: 216
  • View: 1990
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Organizational change is often insider-led and supported by internal consultants and change agents. Most of what is written about change comes from the perspective of external consultants or from academics researching the activities of those with insider change roles. Changing Organizations from Within is unusual in providing a range of authentic insider accounts. The editors define 'insiders' as employees who lead and support change efforts within their own organizations, and those psychoanalytically aware external consultants - external 'insiders' - who work closely with organizations and use the dynamics of transference and projection in their relationships with clients to illuminate organizational issues. Each chapter is written by an author with experience of different kinds of insider relationships with their client organizations. Some work 'inside' as employees. Some are external consultants whose work involves developing insightful insider perspectives. The book’s editors and several of the authors are graduates, or have been faculty members, of London's Tavistock Institute Advanced Organizational Consultation programme, with experience of running development programmes for consultants and of coaching insiders. Changing Organizations from Within examines the pulls on role and identity that can easily undermine competence and practice. Understanding the system psycho-dynamics present in organizations helps consultants and change agents to make use of an insider perspective without becoming enmeshed in the client organization's regressive and inertial dynamics. The authors provide practical advice to help insiders navigate organizational space, make sense of tricky situations, and work more mindfully to help organizations change.

Mentoring for Learning

Mentoring for Learning

Climbing the Mountain

  • Author: Harm Tillema,Gert J. van der Westhuizen,Kari Smith
  • Publisher: Springer
  • ISBN: 9463000585
  • Category: Education
  • Page: 346
  • View: 8758
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No doubt, students appreciate the talks they have with their mentors but do they learn from it as well? Conversations can be comforting or confronting, but

International Handbook of Research in Professional and Practice-based Learning

International Handbook of Research in Professional and Practice-based Learning

  • Author: Stephen Billett,Christian Harteis,Hans Gruber
  • Publisher: Springer
  • ISBN: 9401789029
  • Category: Education
  • Page: 1383
  • View: 6949
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The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.

Professional Learning in the Knowledge Society

Professional Learning in the Knowledge Society

  • Author: Karen Jensen,Leif Chr. Lahn,Monika Nerland
  • Publisher: Springer Science & Business Media
  • ISBN: 9460919944
  • Category: Education
  • Page: 228
  • View: 1591
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This book presents an entirely new approach to professional learning based on perspectives of the knowledge society and, in particular, an interpretation of Knorr Cetina’s work on scientific ‘epistemic cultures’. Starting with a conceptual chapter and followed by a suite of empirical studies from accountancy, education, nursing and software engineering, the book elaborates how: a) knowledge production and circulation take distinct forms in those fields; b) how the knowledge objects of practice in those fields engross and engage professionals and, in the process, people and knowledge are transformed by this engagement. By foregrounding an explicit concern for the role of knowledge in professional learning, the book goes much farther than the current fashion for describing ‘practice-based learning’. It will therefore be of considerable interest to the research, policy, practitioner and student communities involved with professional education/learning or interested in innovation and knowledge development in the professions.

Learning Through Practice

Learning Through Practice

Models, Traditions, Orientations and Approaches

  • Author: Stephen Billett
  • Publisher: Springer Science & Business Media
  • ISBN: 9048139392
  • Category: Education
  • Page: 288
  • View: 752
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Practice-based learning—the kind of education that comes from experiencing real work in real situations—has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book’s two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning—including curriculum models and pedagogic practices.

The Intuitive Practitioner

The Intuitive Practitioner

On the Value of Not Always Knowing What One Is Doing

  • Author: Terry Atkinson,Guy Claxton
  • Publisher: Taylor & Francis Group
  • ISBN: 9780335203635
  • Category: Education
  • Page: 278
  • View: 7441
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Much of the time, experienced professionals in both education and other fields cannot explain what they are doing, or tell you what they know; and students cannot articulate their learning. Yet professional development and practice are often discussed as if conscious understanding and deliberation are of the essence. The Intuitive Practitioner tackles this apparent paradox head on, and explores the dynamic relationship between reason and intuition in the context of professional practice. Focusing mainly on the professional world of the teacher, but with illustrative discussions of medical and business practice, the contributors delicately unpick the vexed and neglected nature of intuition, and demonstrate the vital role it plays in the development of professional judgement and expertise.

Learning RFT

Learning RFT

An Introduction to Relational Frame Theory and Its Clinical Application

  • Author: Niklas Torneke
  • Publisher: New Harbinger Publications
  • ISBN: 1572249080
  • Category: Psychology
  • Page: 288
  • View: 2707
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Relational frame theory, or RFT, is the little-understood behavioral theory behind a recent development in modern psychology: the shift from the cognitive paradigm underpinning cognitive behavioral therapy to a new understanding of language and cognition. Learning RFT presents a basic yet comprehensive introduction to this fascinating theory, which forms the basis of acceptance and commitment therapy. The book also offers practical guidance for directly applying it in clinical work. In the book, author Niklas Törneke presents the building blocks of RFT: language as a particular kind of relating, derived stimulus relations, and transformation of stimulus functions. He then shows how these concepts are essential to understanding acceptance and commitment therapy and other therapeutic models. Learning RFT shows how to use experiential exercises and metaphors in psychological treatment and explains how they can help your clients. This book belongs on the bookshelves of psychologists, psychotherapists, students, and others seeking to deepen their understanding of psychological treatment from a behavioral perspective.

Encyclopedia of Distributed Learning

Encyclopedia of Distributed Learning

  • Author: Anna DiStefano,Kjell Erik Rudestam,Robert Silverman
  • Publisher: SAGE Publications
  • ISBN: 1452265232
  • Category: Education
  • Page: 576
  • View: 6156
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In today's fast-paced world, with multiple demands on time and resources as well as pressures for career advancement and productivity, self-directed learning is an increasingly popular and practical alternative in continuing education. The Encyclopedia of Distributed Learning defines and applies the best practices of contemporary continuing education designed for adults in corporate settings, Open University settings, graduate coursework, and in similar learning environments. Written for a wide audience in the distance and continuing education field, the Encyclopedia is a valuable resource for deans and administrators at universities and colleges, reference librarians in academic and public institutions, HR officials involved with continuing education/training programs in corporate settings, and those involved in the academic disciplines of Education, Psychology, Information Technology, and Library Science. Sponsored by The Fielding Graduate Institute, this extensive reference work is edited by long-time institute members, bringing with them the philosophy and authoritative background of this premier institution. The Fielding Graduate Institute is well known for offering mid-career professionals opportunities for self-directed, mentored study with the flexibility of time and location that enables students to maintain commitments to family, work, and community. The Encyclopedia of Distributed Learning includes over 275 entries, each written by a specialist in that area, giving the reader comprehensive coverage of all aspects of distributed learning, including use of group processes, self-assessment, the life line experience, and developing a learning contract. Topics Covered Administrative Processes Policy, Finance and Governance Social and Cultural Perspectives Student and Faculty Issues Teaching and Learning Processes and Technologies Technical Tools and Supports Key Features A-to-Z organization plus Reader's Guide groups entries by broad topic areas Over 275 entries, each written by a specialist in that area Comprehensive index and cross-references between entries add to the encyclopedia's ease of use Annotated listings for additional resources, including distance learning programs, print and non-print resources, and conferences

Understanding Problem-based Learning

Understanding Problem-based Learning

  • Author: Esa Poikela,Anna Raija Nummenmaa
  • Publisher: University of Tampere
  • ISBN: 9514468295
  • Category: Problem-based learning
  • Page: 336
  • View: 5705
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Theorising Learning to Teach in Higher Education

Theorising Learning to Teach in Higher Education

  • Author: Brenda Leibowitz,Vivienne Bozalek,Peter Kahn
  • Publisher: Taylor & Francis
  • ISBN: 1317195736
  • Category: Education
  • Page: 238
  • View: 3482
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Theorising Learning to Teach in Higher Education provides both lecturers embarking on a career in higher education and established members of staff with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and sociomaterial approaches, which are divided into four sections: Sociomaterialism Practice theories Critical and social realism Crossover perspectives. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia. Both challenging and enlightening, this book argues the need for theory in order to advance scholarship in the field and achieve goals related to social justice in higher education systems across the world. It draws attention to newly emerging theoretical perspectives and relatively underused perspectives to demonstrate the need for theory in relation to learning to teach. This book will appeal to academics interested in how they come to learn to teach, to administrators and academic developers responsible for professional development strategies at universities and masters and PhD level students researching professional development in higher education.

Professional Practice Discourse Marginalia

Professional Practice Discourse Marginalia

  • Author: Joy Higgs,Franziska Trede
  • Publisher: Springer
  • ISBN: 9463006001
  • Category: Education
  • Page: 268
  • View: 8743
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This is a book for practitioners, university educators, workplace learning educators, researchers and the professions. It draws together two key elements of the lives of these people: professional practice – what people do, and practice discourse – what they write and say about what they do. And, it focuses these discussions around two spaces – the core and the margins, of practice and discourse. Writing in the margins of texts has a very long history. People have always left part of themselves – their ideas, personality and reflections – in the margins of texts. In this book we have taken up the idea of such written marginalia and we have expanded it into writing into the texts of practice discourse as well as speaking and acting in the margins of professional practice. Such deliberate practice changes in marginal practice spaces and in written practice discourse provides ways of shaping and critically appraising current and future professional practice. This book provides a dialogue between two fascinating phenomena: professional practice and discourse. In the 21st century these two are facing challenges as they negotiate their contested spaces in a rapidly changing global society. They draw on strong established traditions and expectations but they cannot be complacent in these illusory stabilities. Rather they must be awake to the imperatives of their own re-invention and re-claimed relevance to today’s society and today’s professional class in the workforce. Across the chapters we explore the core spaces of professional practice discourse from the vantage point of the margins of this space, and the margin spaces as they interact with the core. Marginalia serves as an architect of destabilisation, challenge, revolution, reflection or sometimes affirmation of the central discourse space. There are five sections in the book: Section One: Professional practice discourse, Section Two: Leading the practice discourse, Section Three: Writing from inside practice, Section Four: Writing onto and into practice and Section Five: Marking trails and stimulating insights. Readers are invited to contribute to our exploration of the phenomenon and practice of professional practice discourse marginalia.

Organization Development

Organization Development

Principles, Processes, Performance

  • Author: Gary McLean
  • Publisher: Berrett-Koehler Publishers
  • ISBN: 9781605093345
  • Category: Business & Economics
  • Page: 465
  • View: 4947
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Designed for use in undergraduate and graduate programs in organization development, management, human resource development, and industrial and organizational psychology, Organization Development provides readers with an overview of the field and acquaints them with the basic principles, practices, values, and skills of OD. Covering every aspect of the work of an OD professional and featuring numerous illustrative case studies, it shows how OD professionals actually get work and what the first steps in any OD effort should be. Author Gary McLean surveys different ways to assess an organizational situation—including a comparison of the Action Research and Appreciative Inquiry models—and provides forms for devising an action plan based on that assessment. He then looks at how to choose and implement a range of interventions at different levels, as well as how to evaluate the results of an intervention. Organization Development goes beyond the organizational level to look at the application of OD on community, national, regional, and global levels. And it successfully combines theory and practice; process and outcomes; performance and affective results; effectiveness and efficiency.

How to Conduct a Practice-based Study

How to Conduct a Practice-based Study

Problems and Methods

  • Author: Silvia Gherardi
  • Publisher: Edward Elgar Publishing
  • ISBN: 0857933388
  • Category: Business & Economics
  • Page: 241
  • View: 7415
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ÔThe variety of approaches that claim to constitute practice-based research are several and varied. Silvia Gherardi cuts through the various approaches to address practice-based research as itself a practice in an invaluable guide for organization and management researchers. Written in a characteristically accessible style, this volume is an indispensable guide.Õ Ð Stewart Clegg, University of Technology Business School, Sydney, Australia The practice-based approach to the study of work and organizing has been widely adopted in recent years, yet its theoretical and methodological systematization has only just begun. Silvia Gherardi expertly provides an overview on the topics and issues addressed by practice-based studies. By means of a series of examples drawn from the best-known analyses using this approach, the book provides methodological guidance on how to conduct empirical research on practices, and how to interpret them from three perspectives: practices Ôfrom outsideÕ practices Ôfrom insideÕ, and the social effects produced by practices. The distinctive trait of this book is the presentation of the classic studies that gave rise to the practice-based approach, and through their analysis the illustration of their problems and methods is presented. Master students, doctoral students and scholars will find plenty of invaluable information in this methodological book. In relation to a lively and wide-ranging debate conducted at the international level, but not yet systematized in its methodological assumptions, the book will also be of interest to those practitioners curious about a view of work as a practical activity which develops within an ecology of social, economic and material relationships.

Information Modeling and Relational Databases

Information Modeling and Relational Databases

  • Author: Terry Halpin,Tony Morgan
  • Publisher: Morgan Kaufmann
  • ISBN: 9780080568737
  • Category: Computers
  • Page: 976
  • View: 2988
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Information Modeling and Relational Databases, Second Edition, provides an introduction to ORM (Object-Role Modeling)and much more. In fact, it is the only book to go beyond introductory coverage and provide all of the in-depth instruction you need to transform knowledge from domain experts into a sound database design. This book is intended for anyone with a stake in the accuracy and efficacy of databases: systems analysts, information modelers, database designers and administrators, and programmers. Terry Halpin, a pioneer in the development of ORM, blends conceptual information with practical instruction that will let you begin using ORM effectively as soon as possible. Supported by examples, exercises, and useful background information, his step-by-step approach teaches you to develop a natural-language-based ORM model, and then, where needed, abstract ER and UML models from it. This book will quickly make you proficient in the modeling technique that is proving vital to the development of accurate and efficient databases that best meet real business objectives. Presents the most indepth coverage of Object-Role Modeling available anywhere, including a thorough update of the book for ORM2, as well as UML2 and E-R (Entity-Relationship) modeling. Includes clear coverage of relational database concepts, and the latest developments in SQL and XML, including a new chapter on the impact of XML on information modeling, exchange and transformation. New and improved case studies and exercises are provided for many topics.

Practice-Based Education

Practice-Based Education

Perspectives and Strategies

  • Author: Joy Higgs,Ronald Barnett,Stephen Billett,Maggie Hutchings,Franziska Trede
  • Publisher: Springer Science & Business Media
  • ISBN: 9462091285
  • Category: Education
  • Page: 255
  • View: 2267
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Practice-Based Education: Perspectives and Strategies. This book draws on the collective vision, research, scholarship and experience of leading academics in the field of practice-based and professional education. It presents multiple perspectives and critical appraisals on this significant trend in higher education and examines strategies for implementing this challenging and inspiring mode of learning, teaching and curriculum development. Eighteen chapters are presented across three sections of the book: Contesting and Contextualising Practice-Based Education Practice-Based Education Pedagogy and Strategies The Future of Practice-Based Education.

Working Relationally in and across Practices

Working Relationally in and across Practices

A Cultural-Historical Approach to Collaboration

  • Author: Anne Edwards
  • Publisher: Cambridge University Press
  • ISBN: 1316824586
  • Category: Psychology
  • Page: N.A
  • View: 8102
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Three core ideas are at the heart of this book: relational expertise, the capacity to interpret problems with others; common knowledge, which consists of knowing what matters for professionals in other practices; and relational agency, which involves using that common knowledge to take action with others. These ideas are based in cultural-historical approaches to learning and change, and give coherence to the arguments presented. This is not a recipe book; the ideas are offered as resources for reflecting on and developing professional and research practices, and the conditions in which they occur.

The Question of Competence

The Question of Competence

Reconsidering Medical Education in the Twenty-First Century

  • Author: Brian D. Hodges,Lorelei Lingard
  • Publisher: Cornell University Press
  • ISBN: 0801465362
  • Category: Medical
  • Page: 240
  • View: 9271
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Medical competence is a hot topic surrounded by much controversy about how to define competency, how to teach it, and how to measure it. While some debate the pros and cons of competence-based medical education and others explain how to achieve various competencies, the authors of the seven chapters in The Question of Competence offer something very different. They critique the very notion of competence itself and attend to how it has shaped what we pay attention to-and what we ignore-in the education and assessment of medical trainees. Two leading figures in the field of medical education, Brian D. Hodges and Lorelei Lingard, draw together colleagues from the United States, Canada, and the Netherlands to explore competency from different perspectives, in order to spark thoughtful discussion and debate on the subject. The critical analyses included in the book's chapters cover the role of emotion, the implications of teamwork, interprofessional frameworks, the construction of expertise, new directions for assessment, models of self-regulation, and the concept of mindful practice. The authors juxtapose the idea of competence with other highly valued ideas in medical education such as emotion, cognition and teamwork, drawing new insights about their intersections and implications for one another.

The Body in Professional Practice, Learning and Education

The Body in Professional Practice, Learning and Education

Body/Practice

  • Author: Bill Green,Nick Hopwood
  • Publisher: Springer
  • ISBN: 331900140X
  • Category: Education
  • Page: 265
  • View: 8552
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The body matters, in practice. How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notion of the professional practitioner as crucially embodied? Beyond that, what of conceiving of the professional practice field itself as a living corporate body? How is the body implicated in understanding and researching professional practice, learning and education? Body/Practice is an extensive volume dedicated to exploring these and related questions, philosophically and empirically. It constitutes a rare but much needed reframing of scholarship relating to professional practice and its relation with professional learning and professional education more generally. It takes bodies seriously, developing theoretical frameworks, offering detailed analyses from empirical studies, and opening up questions of representation. The book is organized into four parts: I. ‘Introducing the Body in Professional Practice, Learning and Education’; II. ‘Thinking with the Body in Professional Practice’; III. ‘The Body in Question in Health Professional Education and Practice’; IV. ‘Concluding Reflections’. It brings together researchers from a range of disciplinary and professional practice fields, including particular reference to Health and Education. Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond.