Questioning professional development through understanding authentic professional learning: An empirical phenomenological study

Webster-Wright, Ann (2008). Questioning professional development through understanding authentic professional learning: An empirical phenomenological study. In: 4th EARLI SIG 14 Learning and Professional Development Conference, University of Jyvaskyla, Finland., (). 27-29 August 2008.

Author Webster-Wright, Ann
Title of paper Questioning professional development through understanding authentic professional learning: An empirical phenomenological study
Conference name 4th EARLI SIG 14 Learning and Professional Development Conference
Conference location University of Jyvaskyla, Finland.
Conference dates 27-29 August 2008
Publisher European Association for Research into Learning and Instruction
Publication Year 2008
Sub-type Fully published paper
Language eng
Abstract/Summary Driven by an increasingly performative workplace ethos, the continuing development of professionals has become a growth industry, consuming significant resources of time, money and effort from all stakeholders, including professionals themselves. The importance of continuing professional learning and practice renewal is not in question here; that professionals can be ‘developed’ and that professional learning can be directed by an outside agent is. Despite the current focus on the importance of learning and growth of the attendant professional development (PD) industry, a gap exists between research evidence about how professionals learn and PD practices in many professions. In exploring reasons for this gap, the empirical, phenomenological research reported in this paper aimed to enhance understanding of continuing professional learning in the contemporary working context. I argue in this paper that understanding more about the complex, multifaceted, idiosyncratic and diverse experiences of professional learning can inform the actions of learning facilitators, so that learning as an agentic authentic experience rather than the development of a professional can be better supported.
Subjects 130108 Technical, Further and Workplace Education
130313 Teacher Education and Professional Development of Educators
220310 Phenomenology
Keyword Professional developement
Workplace learning
Professional learning
Phenomenological research
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Q-Index Code EX
Q-Index Status Provisional Code
Additional Notes The abstract is available from the conference website and the full paper can be obtained from the author -- PAPER SESSION 4 Diverse perspectives of workplace learning Chair: Kaija Collin, University of Jyväskylä, Finland

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Created: Tue, 09 Feb 2010, 15:27:49 EST by Dr Ann Webster-Wright on behalf of Teaching & Educational Development Institute