Abstract
This chapter outlines the origins of the concept of deliberate professional and frames it within a discussion of notions of ‘professional’, ‘deliberate’ and ‘practice’. We suggest reasons why the ‘deliberate professional’ offers a way of redressing the balance of possibilities away from exclusive economic values towards more encompassing socio-cultural values in the globalised context of university education. We then discuss how our concept of educating the deliberate professional can be translated within the wider context of social and professional practice theories, critical university studies and critical pedagogy, into a pedagogy of deliberateness. We conclude by drawing out connections with the other discussions included in the book.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Arendt, H. (1958). The human condition. Chicago: University of Chicago Press.
Arendt, H. (1970). On violence. New York: Harcourt, Brace & World.
Bourdieu, P. (1979). La distinction: Critique sociale du jugement. Paris: Les Editions de Minuit.
Bourdieu, P. (1989). La noblesse d’état: Grandes écoles et esprit de corps. Paris: Les Editions de Minuit.
Dryzek, J. (2000). Deliberative democracy and beyond: Liberals, critics and contestations. Oxford: Oxford University Press.
Ericsson, K. A. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 79(10), S70–S81.
Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 685–705). Cambridge: Cambridge University Press.
Forester, J. (2012). On the theory and practice of critical pragmatism: Deliberative practice and creative negotiations. Planning Theory, 12(1), 5–22.
Grace, S., & Trede, F. (2013). Developing professionalism in physiotherapy and dietetics students in professional entry courses. Studies in Higher Education, 38(6), 793–806. doi:10.1080/03075079.2011.603410
Habermas, J. (1977). Hannah Arendt’s communications concept of power. Social Research, 44(1), 3–24.
Knorr Cetina, K. (2001). Epistemic cultures: How the sciences make knowledge. London: Harvard University Press.
Lefkowitz, M. R. (1990). The myth of Joseph Campbell. The American Scholar, 59(3), 429–434.
Mintzberg, H., & Waters, J. A. (1985). Of strategies, deliberate and emergent. Strategic Management Journal, 6(3), 257–272.
Rancière, J. (2009). The emancipated spectator. London: Verso.
Sanderson, H., & Lea, J. (2012). Implementation of the clinical facilitation model within an Australian rural setting: The role of the clinical facilitator. Nurse Education in Practice, 12, 333–339.
Schön, D. A. (1996). The reflective practitioners: How professionals think in action. Hampshire, UK: Arena.
Tough, A. (1971). The adult’s learning projects: A fresh approach to theory and practice in adult learning (Research in Education Series No. 1). Ontario: The Ontario Institute for Studies in Education.
Trede, F., & Flowers, R. (2008). Evaluating a process of storymaking to enhance communicative dialogues. Paper presented at the European Association of Communication in Health Care, Oslo Norway.
Trede, F., & McEwen, C. (2012). Developing a critical professional identity: Engaging self in practice. In J. Higgs, R. Barnett, S. Billett, M. Hutchings, & F. Trede (Eds.), Practice-based education: Perspectives and strategies (pp. 27–40). Rotterdam, The Netherlands: Sense Publishers.
Trede, F., & McEwen, C. (2015a). Critical thinking for future practice. In M. Davies & R. Barnett (Eds.), Palgrave handbook of critical thinking in higher education (pp. 457–474). Basingstoke, UK: Palgrave Macmillan.
Trede, F. & McEwen, C. (2015b). Early workplace learning experiences: What are the pedagogical possibilities beyond retention and employability? Higher Education, 69(1), 19–32. doi:10.1007/s10734-014-9759-4
Trede, F., Mischo-Kelling, M., Gasser, E., & Pulcini, S. (2015). Assessment experiences in the workplace: a comparative study between clinical educators’ and their students’ perceptions. Assessment and Evaluation in Higher Education, 40(7), 1002–1016, doi:10.1080/02602938.2014.960363
Trede, F., & Smith, M. (2012). Teaching reflective practice in practice settings: students’ perceptions of their clinical educators. Teaching in Higher Education, 17(5), 615–628. doi:10.1080/13562517.2012.658558
Trede, F., & Smith, M. (2014). Workplace educators’ interpretations of their assessment practices: A view through a critical practice lens. Assessment and Evaluation in Higher Education, 39(2), 154–167. doi:10.1080/02602938.2013.803026
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Trede, F., McEwen, C. (2016). Scoping the Deliberate Professional. In: Trede, F., McEwen, C. (eds) Educating the Deliberate Professional. Professional and Practice-based Learning, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-319-32958-1_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-32958-1_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-32956-7
Online ISBN: 978-3-319-32958-1
eBook Packages: EducationEducation (R0)