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001 978-90-481-2605-7
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008 100927s2011 ne | s |||| 0|eng d
020 _a9789048126057
_9978-90-481-2605-7
024 7 _a10.1007/978-90-481-2605-7
_2doi
050 4 _aLC1051-1072
050 4 _aLC1041-1048
072 7 _aJNRV
_2bicssc
072 7 _aEDU031000
_2bisacsh
072 7 _aEDU046000
_2bisacsh
082 0 4 _a370.113
_223
100 1 _aKanes, Clive.
_eeditor.
245 1 0 _aElaborating Professionalism
_h[electronic resource] :
_bStudies in Practice and Theory /
_cedited by Clive Kanes.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2011.
300 _aXIV, 210 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aInnovation and Change in Professional Education ;
_v5
505 0 _aPreface -- Notes on Contributors -- 1. Challenging Professionalism, Clive Kanes -- 2. On the Relationship Between Problem Solving Skills and Professional Practice, Kevin W. Eva -- 3. A Lens on Literacy: Workplace Competence and Professional Practice, Jean Searle -- 4. Revisiting Informal and Incidental Learning as a Vehicle for Professional Learning and Development, Victoria J. Marsick,Karen E. Watkins, Barbara Lovin -- 5. Making it Safe: The Effects of Leader Inclusiveness and Professional Status on Psychological Safety and Improvement Efforts in Health Care Teams, Ingrid M. Nembhard, Amy C. Edmondson -- 6. Making Sense of Curriculum Innovation and Mathematics Teacher Identity, Candia Morgan -- 7. Working with Learner Contributions: a Key Dimension of Professional Practice, Karin Brodie -- 8. What is Professional Practice? Recognizing and Respecting Diversity in Understandings of Practice, Stephen Kemmis -- 9. An Approach to Notions of Subject Position and Discourse in Activity Theory, Harry Daniels -- 10. Studies in the Theory and Practice of Professionalism: Ways Forward, Clive Kanes -- Index.
520 _aThe subset of skilled workers among whom doctors and lawyers are counted, always known as ‘the professions’, has always had to adapt to change. But what challenges lie ahead for the concept of ‘professionalism’ itself, as the market for services becomes ever more complex, the demands for accountability more insistent, external regulation more rigid and limiting, and ethical expectations move inexorably higher? Aimed at professional practitioners, policy makers, researchers and students, Elaborating Professionalism introduces new empirical and theoretical work to the conceptual arena that will provoke fresh thinking about professionalism. Viewed in the context of the fundamental economic and social changes convulsing society now and in the years to come, the very idea of the ‘profession’ is at stake. New sources of inspiration, and even an entire new paradigm, may be needed if professionalism is to remain either a viable or desirable structure for the social organization of work. Included in the volume are empirical studies analyzing problematic situations facing professionals. Drawn from the UK, South Africa, Australia and the USA, these dilemmas have serious implications for the status of—and public trust in—professionalism and professional education alike. As well as these case studies, a number of theoretical papers included in the book explore concepts of specificity and hybridism, and point to the ‘illimitability’ and plasticity of professionalism. Key methodological issues regarding the professions are opened up for debate, even as concerns about the ethics of professional practice are raised. A rich resource for practitioners and students alike, the chapters draw on disciplines as varied as philosophy and organizational theory, yet do not require of the reader specialist technical knowledge.
650 0 _aEducation.
650 0 _aCurriculum planning.
650 1 4 _aEducation.
650 2 4 _aProfessional & Vocational Education.
650 2 4 _aEducation (general).
650 2 4 _aLearning & Instruction.
650 2 4 _aCurriculum Studies.
650 2 4 _aEducational Policy and Politics.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789048126040
830 0 _aInnovation and Change in Professional Education ;
_v5
856 4 0 _uhttp://dx.doi.org/10.1007/978-90-481-2605-7
912 _aZDB-2-SHU
999 _c108920
_d108920