Learning professional ways of being: Ambiguities of becoming

Dall'Alba, Gloria (2009) Learning professional ways of being: Ambiguities of becoming. Educational Philosophy and Theory, 41 1: 34-45. doi:10.1111/j.1469-5812.2008.00475.x

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Author Dall'Alba, Gloria
Title Learning professional ways of being: Ambiguities of becoming
Journal name Educational Philosophy and Theory   Check publisher's open access policy
ISSN 0013-1857
Publication date 2009-02
Year available 2009
Sub-type Article (original research)
DOI 10.1111/j.1469-5812.2008.00475.x
Open Access Status File (Author Post-print)
Volume 41
Issue 1
Start page 34
End page 45
Total pages 12
Place of publication Oxford, United Kingdom
Publisher Wiley-Blackwell Publishing
Collection year 2010
Language eng
Abstract The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself.
Keyword Professional education,
Professional ways of being
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2010 Higher Education Research Data Collection
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 48 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 58 times in Scopus Article | Citations
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Created: Wed, 30 Sep 2009, 12:38:55 EST by Rebecca Donohoe on behalf of School of Education