Professional Learning: How Can We Understand Learning for the Professions?
In this chapter we position ourselves within a theoretical landscape. We briefly describe the component projects that we have carried out to investigate students’ views of their future professions and the effect that these views have on their approach to learning. The Journeymen project was carried out in a group of European countries under the direction of two of our authors, while the Professional Entity project was carried out in Australia by the other two authors together with various colleagues. Each of these projects was initially analysed using a phenomenographic approach to the component studies, then extended in various ways to the whole project, using a wider range of methodologies. Finally, the two projects were combined using a qualitative meta-analysis. In this final form, the results of the two projects are set up orthogonally to each other in the form of a model that elucidates the range of views of knowledge and views of learning for professional work, and intersects these in various notions of identity and engagement: identity as an experienced student and novice professional, and engagement with studies and profession. We describe and elucidate our model and situate it in current theoretical frameworks. Each aspect of the model will be expanded in the contexts provided in the following chapters.
KeywordsSpecific Discipline Narrow Conception Future Profession Component Project Journeyman Project
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