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Professional Learning Conversations: Challenges in Using Evidence for Improvement (Professional Learning and Development in Schools and Higher Education #1)
by Lorna M. Earl Helen TimperleyThis volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work. It allows the reader to experience these conversations. Each story reveals the depth of thinking that change requires, showing that change requires new learning and new learning is hard.
Professional Learning from Classroom-Based Inquiries
by Jyoti Rookshana Jhagroo Patricia Martha StringerThis book provides authentic practice-based inquiries by pre-service teachers. Their reflective narratives showcase their individual inquiries as they navigated their self-chosen professional learning journeys through the teaching as inquiry framework. The narratives advance what it means to be a reflective practitioner in practice and highlight necessary dispositional skill sets to attain valuable professional learning through inquiry. Through an inquiry stance, pre-service teachers are liberated from being knowledge consumers to local knowledge producers relevant to their practice. The dissonance this shift creates, negates the ‘comfortable doing’ of teaching to make the act of teaching authentic, relevant, and powerful.
Professional Learning in Higher Education and Communities: Towards a New Vision for Action Research
by O. Zuber-Skerritt M. Fletcher J. KearneyBy integrating neuroscience and social science, this book introduces a bold new vision of Participatory Action Learning and Action Research (PALAR). The authors explain and enhance the art of action research through PALAR as a philosophy, methodology and theory of learning and as a facilitation process for professional learning and social justice.
Professional Learning in the Digital Age: The Educator's Guide to User-Generated Learning
by Kristen SwansonDiscover how to transform your professional development and become a truly connected educator with user-generated learning! This book shows educators how to enhance their professional learning using practical tools, strategies, and online resources. With beginner-friendly, real-world examples and simple steps to get started, the author shows how to harness information from physical and virtual communities and become a lifelong learner in the digital age. Professional Learning in the Digital Age features: • In-depth explanations of curation, reflection, and contribution• Guest appearances from digitally connected educators• Simple to-do lists to help you get started• Handy appendices with resources for further learning, and so much more!
Professional Learning in the Digital Age: The Educator's Guide to User-Generated Learning
by Kristen SwansonDiscover how to transform your professional development and become a truly connected educator with user-generated learning! This book shows educators how to enhance their professional learning using practical tools, strategies, and online resources. With beginner-friendly, real-world examples and simple steps to get started, the author shows how to harness information from physical and virtual communities and become a lifelong learner in the digital age. Professional Learning in the Digital Age features: • In-depth explanations of curation, reflection, and contribution• Guest appearances from digitally connected educators• Simple to-do lists to help you get started• Handy appendices with resources for further learning, and so much more!
Professional Learning in the Knowledge Society (The Knowledge Economy and Education #6)
by Karen Jensen Leif Chr. Lahn Monika NerlandThis 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.
Professional Learning in the Work Place for International Students: Exploring Theory and Practice (Professional and Practice-based Learning #19)
by Georgina Barton Kay HartwigThis book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning. Contributions reflect on the successes and challenges that this particularly diverse group of students experience when undertaking work placement programs in a variety of disciplines, such as education, engineering and health. The book explores these experiences via three main conceptualisations: 1. Internationalisation and interculturalisation – including the diversity of international student cohorts and the associated policy, practices and assessment related to international students in higher education; 2. Multi-socialisation – of international students with a focus on new cultural contexts, professional learning and disciplinarity; and 3. Reflection and reflective practice – acknowledging that for improvement and change to occur those involved need to reflect on current and possible future practice. A working model of effective practice is introduced which can inform prospective international students, their mentors/supervisors, work placement coordinators and other relevant university staff.
Professional Learning, Induction and Critical Reflection: Building Workforce Capacity in Education
by Karen Noble R. HendersonHow should a teacher be taught? This book suggests that it is necessary to move away from the highly technicist and one-size-fits-all approaches to teaching in order to instil confidence throughout a teacher's training. Instead a pedagogy of induction should engage the student in their profession from the outset of their studies.
Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities (Emerald Professional Learning Networks Series)
by Leyton SchnellertIn a time of rapid policy and curriculum change, educators must be knowledge workers who continue to develop professionally. This book offers a critical exploration of how Professional Learning Networks (PLNs) equip educators to work collaboratively to develop their professional practice and be agents of innovation in their field. Providing access to six real-life examples of equity-oriented Professional Learning Networks, this book illustrates key attributes that build educators’ practice, expertise, and investment in innovation. Crucially, the authors shine a light on the ability of PLNs to address questions of equity, both for educators working in remote and rural communities who have limited access to professional development and other resources, and diverse learners from equity-seeking communities. This book is of interest to readers from scholarly, practitioner, and policy backgrounds who want to gain an innovative look at real-life cases to inform current and future equity-oriented PLNs. Readers will discover the importance and potential of centering teachers, students, inquiry, collaboration, and context within educational transformation efforts.
Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities (Emerald Professional Learning Networks Series)
by Leyton SchnellertIn a time of rapid policy and curriculum change, educators must be knowledge workers who continue to develop professionally. This book offers a critical exploration of how Professional Learning Networks (PLNs) equip educators to work collaboratively to develop their professional practice and be agents of innovation in their field. Providing access to six real-life examples of equity-oriented Professional Learning Networks, this book illustrates key attributes that build educators’ practice, expertise, and investment in innovation. Crucially, the authors shine a light on the ability of PLNs to address questions of equity, both for educators working in remote and rural communities who have limited access to professional development and other resources, and diverse learners from equity-seeking communities. This book is of interest to readers from scholarly, practitioner, and policy backgrounds who want to gain an innovative look at real-life cases to inform current and future equity-oriented PLNs. Readers will discover the importance and potential of centering teachers, students, inquiry, collaboration, and context within educational transformation efforts.
Professional Learning Networks in Design-Based Research Interventions (Emerald Professional Learning Networks Series)
by Mei Kuin Lai Stuart McNaughtonProfessional learning networks (PLNs) have been promoted as one way of improving practice in research methodologies and frameworks aimed at the improvement of practice. However, such networks are not yet the norm and there is a growing need for books that provide a theoretical and practical account of how to develop and utilise networks effectively. Mei Kuin Lai and Stuart McNaughton address this need by providing a theoretical and practical account of how PLNs focused on collaborative analysis of data can be integrated into design-based research interventions to improve practice and student learning outcomes. Drawing primarily on examples from a design-based research intervention, the Learning Schools Model, topics covered include theoretical approaches to understanding networks, network purposes and features, constraints and enablers and future directions in utilising networks within design-based research. This intervention is one of the few demonstrations of a consistent and replicable effect of analysing and discussing data in networks on student outcomes within a wider design-based intervention design. The authors discuss the constraints and enablers of the context that influence how PLNs might be implemented across different contexts. Examples of how PLNs can demonstrate fidelity to the general structure of effective networks while adapting to local variations are also provided, enabling readers to conceptualise and design similar networks appropriate to their context.
Professional Learning Networks in Design-Based Research Interventions (Emerald Professional Learning Networks Series)
by Mei Kuin Lai Stuart McNaughtonProfessional learning networks (PLNs) have been promoted as one way of improving practice in research methodologies and frameworks aimed at the improvement of practice. However, such networks are not yet the norm and there is a growing need for books that provide a theoretical and practical account of how to develop and utilise networks effectively. Mei Kuin Lai and Stuart McNaughton address this need by providing a theoretical and practical account of how PLNs focused on collaborative analysis of data can be integrated into design-based research interventions to improve practice and student learning outcomes. Drawing primarily on examples from a design-based research intervention, the Learning Schools Model, topics covered include theoretical approaches to understanding networks, network purposes and features, constraints and enablers and future directions in utilising networks within design-based research. This intervention is one of the few demonstrations of a consistent and replicable effect of analysing and discussing data in networks on student outcomes within a wider design-based intervention design. The authors discuss the constraints and enablers of the context that influence how PLNs might be implemented across different contexts. Examples of how PLNs can demonstrate fidelity to the general structure of effective networks while adapting to local variations are also provided, enabling readers to conceptualise and design similar networks appropriate to their context.
Professional Learning Through Transitions and Transformations: Teacher Educators’ Journeys of Becoming (Self-Study of Teaching and Teacher Education Practices #15)
by Judy Williams Mike HaylerThrough a narrative inquiry approach, this book examines the personal professional journeys of teacher educators who have undertaken self studies, and/or researched the professional development of teacher educators. The theme of the book is how change, through professional transitions and transformations and notably, through self study research, has shaped the professional identities and practices of these teacher educators. Each chapter is an exploration of how the author/s ‘became’ teacher educators in relation to personal and/or professional transitions, such as transitioning from teacher to teacher educator; moving between different institutional and geographic contexts; or from changes in philosophical, policy and/or pedagogical understandings over time. Each narrative draws on the author’s self study experience, and develops their knowledge further by presenting the wisdom they have gained over their career as teacher educators. The book concludes with a discussion of the connections between the diverse experiences of the authors, and what can be learned from their accumulated wisdom about what is means to become a teacher educator in a dynamic and ever-changing educational landscape.
Professional Management Consulting: A Guide for New and Emerging Consultants (Routledge-Solaris Applied Research in Business Management and Board Governance)
by Alan J. BlackmanAt a time when consulting has increasingly come under scrutiny by governments and communities, Professional Management Consulting: A Guide for New and Emerging Consultants redefines “management consulting” and reinforces what it means to be a professional. With a focus on the importance of ethical practice and continuous personal development for building reputation, this easy‑to‑read book sets a new benchmark for aspiring consultants.Based on sound research and supported by the author’s background in leadership, management consulting practice, research, business strategy, and academia over several decades, Blackman brings together a range of tried and tested theoretical models commonly used by successful consultants. Drawing on his own experiences as a director of the industry’s peak body, the International Council of Management Consulting Institutes, he provides a clear explanation on what a management consultant is and how and why clients use consultants to help them solve complex problems and manage change. With an emphasis on the importance of building and recognising relationships as a basis for problem‑solving and implementing change, this book is an essential contribution to the profession worldwide.This book is a vital resource for new and emerging professional consultants. It is suitable as an introductory text for business/commerce and engineering undergraduate students and a secondary reading for graduate students in engineering and management.
Professional Management Consulting: A Guide for New and Emerging Consultants (Routledge-Solaris Applied Research in Business Management and Board Governance)
by Alan J. BlackmanAt a time when consulting has increasingly come under scrutiny by governments and communities, Professional Management Consulting: A Guide for New and Emerging Consultants redefines “management consulting” and reinforces what it means to be a professional. With a focus on the importance of ethical practice and continuous personal development for building reputation, this easy‑to‑read book sets a new benchmark for aspiring consultants.Based on sound research and supported by the author’s background in leadership, management consulting practice, research, business strategy, and academia over several decades, Blackman brings together a range of tried and tested theoretical models commonly used by successful consultants. Drawing on his own experiences as a director of the industry’s peak body, the International Council of Management Consulting Institutes, he provides a clear explanation on what a management consultant is and how and why clients use consultants to help them solve complex problems and manage change. With an emphasis on the importance of building and recognising relationships as a basis for problem‑solving and implementing change, this book is an essential contribution to the profession worldwide.This book is a vital resource for new and emerging professional consultants. It is suitable as an introductory text for business/commerce and engineering undergraduate students and a secondary reading for graduate students in engineering and management.
Professional Mentoring for Early Childhood and Primary School Practice (Springer Texts in Education)
by Mary Moloney Jennifer Pope Ann DonnellanInformed by current theory and practice, this book adapts a practical approach to mentoring that is grounded in real life experiences. Written in an accessible style, it explores the key concepts, characteristics and considerations of mentoring and mentoring relationships in early childhood and primary education contexts. With a focus upon mentoring as it applies to practicum during initial teacher education, as well as teacher induction, different models and approaches to mentoring, including dyads, triads, peer mentoring, critical friends and communities of practice (CoP) are introduced and evaluated. Engaging with theory, practical scenarios, key learning and reflection points throughout, the book invites the reader to reflect on the mentoring process from different perspectives to build the critical skills required by mentors and mentees alike, to create or enhance a culture of mentoring within their organisation. Written from the perspective of both mentors and mentees, the book is a valuable resource for those in the Further and Higher education sectors, as well as early childhood and school-based mentors. It is relevant to experienced mentors, who may wish to affirm their existing approach to mentoring, or want to explore, discover and embrace new and improved ways of working with a mentee. This book is also essential reading for anyone interested in mentoring, providing a wealth of information, insights and effective strategies for those who may be thinking of undertaking a mentoring role.
Professional Practice 101: A Compendium of Effective Business Strategies in Architecture
by Andrew PressmanProfessional practice courses often suffer from a boring reputation, but there’s nothing dull about this updated, cornerstone edition of Professional Practice 101, which renders accessible the art and science of contemporary architectural practice. With its unique focus on links between design thinking and practice, this third edition brings an inspiring and fresh perspective to the myriad issues involved in successful architectural practice. The process of providing architectural services in today’s constantly evolving practice environment must be just as creative, intellectually rigorous, and compelling as wrestling with design problems. In this new edition, packed with invaluable advice from leading experts, Andrew Pressman bridges the knowledge and experience gap between school and practice covering topics such as: Ethics, social responsibilities, and obligations to the environment Design firm types, culture, and leadership Financial, project, and time management Service and project delivery; leveraging emerging technologies Entrepreneurial business models and business development Legal issues, including AIA contract document analysis Collaboration and negotiating with clients and stakeholders Practice-based research Students and early-career professionals will discover the fundamentals they need to launch their careers as well as more sophisticated strategies that will allow them to thrive as their roles evolve and they assume increasing responsibilities. This engaging, comprehensive primer debunks the myth that recent architecture graduates have little or no guidance to prepare them for business. Professional Practice 101 is a learning tool that will readily deliver the knowledge and background for success in current architectural practice.
Professional Practice 101: A Compendium of Effective Business Strategies in Architecture
by Andrew PressmanProfessional practice courses often suffer from a boring reputation, but there’s nothing dull about this updated, cornerstone edition of Professional Practice 101, which renders accessible the art and science of contemporary architectural practice. With its unique focus on links between design thinking and practice, this third edition brings an inspiring and fresh perspective to the myriad issues involved in successful architectural practice. The process of providing architectural services in today’s constantly evolving practice environment must be just as creative, intellectually rigorous, and compelling as wrestling with design problems. In this new edition, packed with invaluable advice from leading experts, Andrew Pressman bridges the knowledge and experience gap between school and practice covering topics such as: Ethics, social responsibilities, and obligations to the environment Design firm types, culture, and leadership Financial, project, and time management Service and project delivery; leveraging emerging technologies Entrepreneurial business models and business development Legal issues, including AIA contract document analysis Collaboration and negotiating with clients and stakeholders Practice-based research Students and early-career professionals will discover the fundamentals they need to launch their careers as well as more sophisticated strategies that will allow them to thrive as their roles evolve and they assume increasing responsibilities. This engaging, comprehensive primer debunks the myth that recent architecture graduates have little or no guidance to prepare them for business. Professional Practice 101 is a learning tool that will readily deliver the knowledge and background for success in current architectural practice.
Professional Practice and Learning: Times, Spaces, Bodies, Things (Professional and Practice-based Learning #15)
by Nick HopwoodThis book explores important questions about the relationship between professional practice and learning, and implications of this for how we understand professional expertise. Focusing on work accomplished through partnerships between practitioners and parents with young children, the book explores how connectedness in action is a fluid, evolving accomplishment, with four essential dimensions: times, spaces, bodies, and things. Within a broader sociomaterial perspective, the analysis draws on practice theory and philosophy, bringing different schools of thought into productive contact, including the work of Schatzki, Gherardi, and recent developments in cultural historical activity theory. The book takes a bold view, suggesting practices and learning are entwined but distinctive phenomena. A clear and novel framework is developed, based on this idea. The argument goes further by demonstrating how new, coproductive relationships between professionals and clients can intensify the pedagogic nature of professional work, and showing how professionals can support others’ learning when the knowledge they are working with, and sense of what is to be learned, are uncertain, incomplete, and fragile.
Professional Practice Discourse Marginalia (Practice, Education, Work and Society)
by Joy Higgs Franziska TredeThis 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.
Professional Practice for Foundation Doctors (PDF)
by Kirsty Forrest Professor Judy MckimmThis book is designed to support trainee doctors during the Foundation Stage of postgraduate training, including preparation and application for Specialty Training posts, and covers the generic (non-clinical) aspects of postgraduate education, training and professional development. It shows trainees how the 'generic skills' fit into professional practice and development and how the knowledge base provided by the book underpins professional practice. The book will assist the development of the knowledge, skills and competences required for good medical practice and uses case studies, activities and policy examples to illustrate key learning points.
Professional Practice For Foundation Doctors (PDF)
by Judy MckimmThis book is designed to support trainee doctors during the Foundation Stage of postgraduate training, including preparation and application for Specialty Training posts, and covers the generic (non-clinical) aspects of postgraduate education, training and professional development. It shows trainees how the 'generic skills' fit into professional practice and development and how the knowledge base provided by the book underpins professional practice. The book will assist the development of the knowledge, skills and competences required for good medical practice and uses case studies, activities and policy examples to illustrate key learning points.
Professional Practice in Learning and Development: How to Design and Deliver Plans for the Workplace
by Mark LoonProfessional Practice in Learning and Development guides learning and development professionals and students in designing and delivering effective people development in the modern organization. It is a core text for those studying for learning and development qualifications such as the Chartered Institute of Personnel and Development Intermediate level, and a useful handbook for those in learning and development roles looking to develop their understanding of the latest developments facing the profession. With a particular focus on digital, blended and social learning it will help you deliver more for less. Starting with an introduction to learning and development, it shows how to make the business case for activities, use metrics to demonstrate the value add, and engage the right stakeholders.Drawing on the latest research, Professional Practice in Learning and Development highlights the new opportunities made available to the learning and development practitioner by technology, new media and the networked world in which we live. It looks at approaches to helping people learn and how to develop tailored solutions. Case studies and reflective questions develop skills in facilitating collaborative learning, working in teams, and communicating effectively with all stakeholders. This book also equips you to measure and communicate the value of the programmes and, drawing on insights from neuroscience, demonstrates some practical new tools for engaging learners to improve the effectiveness of their work. Online supporting resources include multiple-choice questions and answers for each chapter.
Professional Practice in Learning and Development: How to Design and Deliver Plans for the Workplace
by Mark LoonProfessional Practice in Learning and Development guides learning and development professionals and students in designing and delivering effective people development in the modern organization. It is a core text for those studying for learning and development qualifications such as the Chartered Institute of Personnel and Development Intermediate level, and a useful handbook for those in learning and development roles looking to develop their understanding of the latest developments facing the profession. With a particular focus on digital, blended and social learning it will help you deliver more for less. Starting with an introduction to learning and development, it shows how to make the business case for activities, use metrics to demonstrate the value add, and engage the right stakeholders.Drawing on the latest research, Professional Practice in Learning and Development highlights the new opportunities made available to the learning and development practitioner by technology, new media and the networked world in which we live. It looks at approaches to helping people learn and how to develop tailored solutions. Case studies and reflective questions develop skills in facilitating collaborative learning, working in teams, and communicating effectively with all stakeholders. This book also equips you to measure and communicate the value of the programmes and, drawing on insights from neuroscience, demonstrates some practical new tools for engaging learners to improve the effectiveness of their work. Online supporting resources include multiple-choice questions and answers for each chapter.
Professional Reasoning in Healthcare: Navigating Uncertainty Using the Five Finger Framework
by Helen Jeffery Linda Robertson Jan Roodt Susan RyanProfessional Reasoning in Healthcare A guide to decision-making and critical thinking in diverse healthcare practice contexts. Professional reasoning is an essential component of health practice. To thrive in a world that demands constant change where there is not necessarily a right or wrong answer, strong frameworks are needed to support effective decision making. Critical to safe, ethical and culturally responsive practice decisions is the ability to integrate information from research evidence, the client, and the context/environment. Practitioners draw from these elements, along with the expertise of others, and through integration of the information with who they are, what they know, and how they operate. This creates a way forward that is right for the client, applicable to the context, and a good fit with themselves. This book provides such a framework. Professional Reasoning in Healthcare: Navigating Uncertainty Using the Five Finger Framework aims to drive a revolution in professional decision-making and critical analysis among healthcare professionals. Built around an innovative framework for fostering thinking, this book illustrates the situated nature of learning and the uniqueness of practice decisions to individual practitioners and clients. The simplicity of the Five Finger framework belies the complexity of reasoning it stimulates. Written using narratives, the reader is able to imagine the situation as the thinking is made visible. It provides simple yet effective tools and techniques for promoting reflective and reflexive thinking and for integrating the evidence into effective decisions. It promises to help readers develop habits of critical thinking that lead to healthier, more effective decision-making processes. Readers will find: Scenarios that bring the professional reasoning to life Tools and techniques to help translate theory into immediate practice Strategies to enhance reflective thinking skills, transformative learning, and sense-making Detailed discussion of topics including team culture, person-centred practice, social learning theory, cultural influences on reasoning, emotional intelligence, and more An overview of transdisciplinary thinking and a complexity-based view on ethics and values Professional Reasoning in Healthcare is ideal for healthcare professionals, managers, students, and educators who are charged with developing skills in making critical decisions in diverse practice contexts.