000 04250nam a22004695i 4500
001 978-94-007-1378-9
003 DE-He213
005 20140220083833.0
007 cr nn 008mamaa
008 110627s2011 ne | s |||| 0|eng d
020 _a9789400713789
_9978-94-007-1378-9
024 7 _a10.1007/978-94-007-1378-9
_2doi
050 4 _aLC5201-6660.4
072 7 _aJNP
_2bicssc
072 7 _aEDU002000
_2bisacsh
082 0 4 _a374
_223
100 1 _aScanlon, Lesley.
_eeditor.
245 1 0 _a"Becoming" a Professional
_h[electronic resource] :
_ban Interdisciplinary Analysis of Professional Learning /
_cedited by Lesley Scanlon.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2011.
300 _aX, 262 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aLifelong Learning Book Series ;
_v16
505 0 _aEditorial by Series Editors; David Aspin and Judith Chapman -- Introduction; Lesley Scanlon -- ‘Becoming’ a Professional ; Lesley Scanlon -- Becoming as an Appropriate Metaphor for Understanding Professional Learning; Paul Hager and Phil Hodkinson -- Learning To Be – At Work; David Beckett -- Higher Education and Becoming a Professional; Madeleine Abrandt Dahlgren -- Becoming Authentic Professionals: Learning for Authenticity; Thuy T Vu and Gloria Dall’Alba -- White Coats, Handmaidens and Warrior Chiefs - the Role of Filmic Representations in Becoming a Professional; Lesley Scanlon -- Becoming a Medical Professional; Alan Bleakley -- Professional Practice and Doctoral Education - Becoming a Researcher; Alison Lee -- Becoming a Professional Doctor; Kirsty Foster -- Becoming a Professional Nurse; Jane Davey and Sandie Bredemeyer -- Teacher Professional Becoming - A Practice-based, Actor-network Theory Perspective; Dianne Mulcahy -- And the Conclusion for Now is …?; Lesley Scanlon -- Biographies -- Index.
520 _a‘Becoming’ is used in this interdisciplinary work as an emergent, iterative concept of professional identity formation. The conceptual framework of ‘becoming’, as well as the arguments in the book are intended to encourage professionals—and those engaged in their education—to reflect on what it means to be a ‘professional’ in the twenty-first century, an era dominated by the discourses of globalisation, ‘new mangerialism’, multiculturalism and deprofessionalisation. We live in a world where not only scholars, but also a better educated client base informed by technological innovations, have issued unprecedented challenges to the traditional professional ideal. The once paradigmatic identity of the superiority of the Anglo-American professional, grounded in an exclusive knowledge-base and an altruistic ‘public-service’ principle, are no longer tenable. The book will generate dialogue about the nature of professionalism through a multidisciplinary lens in chapters on medicine, nursing and teaching and in reference to social work, the clergy and engineering. Here, becoming a professional is a lifelong, extended process that constructs an individual’s professional identity through formal education, workplace interactions and popular culture. It advocates the ‘ongoing’ modality of developing a professional self throughout one’s professional life. What emerges from this work is a concept of becoming a professional that is quite different from the isolated, rugged, individualistic approach to traditional professional practice as represented in popular culture. It is a book for the reflective professional.
650 0 _aEducation.
650 0 _aEducation, Higher.
650 0 _aAdult education.
650 1 4 _aEducation.
650 2 4 _aLifelong Learning/Adult Education.
650 2 4 _aHigher Education.
650 2 4 _aProfessional & Vocational Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400713772
830 0 _aLifelong Learning Book Series ;
_v16
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-1378-9
912 _aZDB-2-SHU
999 _c109473
_d109473