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This book takes a fresh look at professional practice and
professional education. In times of increased managerialism of
academic teaching and a focus on graduate learning outcomes, it
discusses possibilities to teach and learn otherwise. A deliberate
professional is someone who consciously, thoughtfully and
courageously makes choices about how to act and be in the practice
world. A pedagogy of deliberateness is introduced that focuses on
developing the following four characteristics of professionals: (1)
deliberating on the complexity of practice and workplace cultures
and environments; (2) understanding what is probable, possible and
impossible in relation to existing and changing practices; (3)
taking a deliberate stance in positioning oneself in practice as
well as in making technical decisions; and (4) being aware of and
responsible for the consequences of actions taken or actions not
taken in relation to the 'doing', 'saying', 'knowing' and
'relating' in practice. Educating the deliberate professional is a
comprehensive volume that carves out and explores a framework for a
pedagogy of deliberateness that goes beyond educating reflective
and deliberative practitioners. As a whole, this book argues for
the importance of educating deliberate professionals, because, in
the current higher education climate, there is a need to reconcile
critique (thinking), participation (doing) and moral responsibility
(relating to others) in professional practice and professional
education.
This book presents a mobile technology capacity building framework
that offers academics, students, and practitioners involved in
workplace education a deeper understanding of, and practical
guidance on, how mobile technology can enhance professional
learning. Approaching professional and workplace learning as a
hybrid space in which work, learning and technology meet, the book
discusses the value of mobile technology in shaping professional
education, particularly during student placements. The framework
focuses on staying professional and safe, considering issues of
time and place, planning learning activities, initiating dialogue,
networking, creating learning opportunities on-the-go, and
deepening reflection. It is designed to assist students and their
educators to use mobile technology knowledgeably and responsibly,
and to help bridge the gap between university learning and
workplace practice. This book also contributes to a better
understanding of the interconnectedness between learning, practice
and technology. It demonstrates how to enhance learning and working
with mobile technology by drawing on two perspectives: the
'professional-plus' and the 'deliberate professional'.
This book takes a fresh look at professional practice and
professional education. In times of increased managerialism of
academic teaching and a focus on graduate learning outcomes, it
discusses possibilities to teach and learn otherwise. A deliberate
professional is someone who consciously, thoughtfully and
courageously makes choices about how to act and be in the practice
world. A pedagogy of deliberateness is introduced that focuses on
developing the following four characteristics of professionals: (1)
deliberating on the complexity of practice and workplace cultures
and environments; (2) understanding what is probable, possible and
impossible in relation to existing and changing practices; (3)
taking a deliberate stance in positioning oneself in practice as
well as in making technical decisions; and (4) being aware of and
responsible for the consequences of actions taken or actions not
taken in relation to the 'doing', 'saying', 'knowing' and
'relating' in practice. Educating the deliberate professional is a
comprehensive volume that carves out and explores a framework for a
pedagogy of deliberateness that goes beyond educating reflective
and deliberative practitioners. As a whole, this book argues for
the importance of educating deliberate professionals, because, in
the current higher education climate, there is a need to reconcile
critique (thinking), participation (doing) and moral responsibility
(relating to others) in professional practice and professional
education.
This book presents a mobile technology capacity building framework
that offers academics, students, and practitioners involved in
workplace education a deeper understanding of, and practical
guidance on, how mobile technology can enhance professional
learning. Approaching professional and workplace learning as a
hybrid space in which work, learning and technology meet, the book
discusses the value of mobile technology in shaping professional
education, particularly during student placements. The framework
focuses on staying professional and safe, considering issues of
time and place, planning learning activities, initiating dialogue,
networking, creating learning opportunities on-the-go, and
deepening reflection. It is designed to assist students and their
educators to use mobile technology knowledgeably and responsibly,
and to help bridge the gap between university learning and
workplace practice. This book also contributes to a better
understanding of the interconnectedness between learning, practice
and technology. It demonstrates how to enhance learning and working
with mobile technology by drawing on two perspectives: the
'professional-plus' and the 'deliberate professional'.
Clinical practice operates in increasingly more complex, diverse
and uncertain environments. Patients are better informed,
technology is advancing and health care practice is constantly
changing. In the business of clinical reality clinicians normally
do not question their professional practice because they take it
for granted and have been socialised into accepting current
professional practices. Franziska Trede argues that professional
practice is enhanced through critical transformative dialogues
(CTDs). CTD are based on critical social science philosophy with an
emphasis on scepticism and critique of current knowledge and
practices, critical self-reflection, and developing professional
practice through critical dialogues. There are three key processes
of CTD: Knowing self, engaging with others, and emancipating
practice from unreflected, taken-for-granted assumptions. Findings
from her research include five relevant dimensions of critical
social science for health care practice, five different modes of
engaging with CTD, and twelve propositions for a critical practice
model. This book is of great interest to clinicians, clinical
educators and lecturers in health care.
Education for Future Practice engages with the challenge faced by
higher education: to envisage probable, possible and desired
futures for practice and education and to realise ways of educating
practitioners for these futures. Future education involves the
pursuit of shared visions and purpose in the midst of the
turbulence created by a diverse influences on education and
practice. These influences arise from: learners' participation in
multiple practice and learning communities, unpredictable
workplaces, dynamic education and practice market places, the
various demands and interests of stakeholders, higher education
imperatives, and unparalleled opportunities and expectations
associated with advancing information and communication
technologies. The book contains four sections: Education for
practice Contextualising practice Contextualising education for
practice Doing education for practice This book is directed to
educators, scholars, practitioners and those concerned with how we
are preparing people to work in the rapidly changing world of the
twenty first century.
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