Reframing professional development through understanding authentic professional learning

Webster-Wright, Ann (2009) Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79 2: 702-739. doi:10.3102/0034654308330970

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
Read with bookreader  UQ195047_OA.pdf Full text (open access) application/pdf 349.60KB 0

Author Webster-Wright, Ann
Title Reframing professional development through understanding authentic professional learning
Journal name Review of Educational Research   Check publisher's open access policy
ISSN 0034-6543
Publication date 2009-06-01
Year available 2009
Sub-type Article (original research)
DOI 10.3102/0034654308330970
Open Access Status File (Publisher version)
Volume 79
Issue 2
Start page 702
End page 739
Total pages 38
Editor Gaea Leinhardt
Place of publication Thousand Oaks, CA, United States
Publisher Sage
Language eng
Abstract Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.
Keyword Professional development
Workplace learning
Authentic learning
Professional knowledge
Profeminist learning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2010 Higher Education Research Data Collection
Institute for Teaching and Learning Innovation Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 225 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 283 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Wed, 10 Feb 2010, 01:00:00 EST by Dr Ann Webster-Wright on behalf of Teaching & Educational Development Institute