Educators in the professions have always had unique demands placed upon
them. These include the need to keep pace with rapidly evolving
knowledge bases, developing skills and attitudes appropriate to
practice, learning in the workplace and fostering public confidence.
For twenty years, these new demands have created additional educational
imperatives. Public accountability has become more intensive and
extensive. Practitioners practice in climates more subject to scrutiny
and less forgiving of error. The contexts in which professionals
practice and learn have changed and these changes involve global issues
and problems. Often, professionals are the first responders who are
required to take an active stance in defining and solving problems.
This book explores the pedagogic implications of these challenges
internationally for a wide range of professions which include:
accountants, military company commanders, surgeons, nurse practitioners,
academic, managers, community physicians and dentists. The established
view of professional development is about what the professional knows
and can do. The authors broaden this view to include the systemic and
contextual factors that affect learning, and the conditions necessary
for effective practice and identity development across the professional
lifespan.
Authors examine the unique particularities and requirements of diverse
professional groups. The editors emphasize new ideas and learning that
emerges across the professions. As readers use this book as a pathway to
their own innovations in scholarship and pedagogic research, they join
their colleagues in supportingnew directions in learning, teaching and
assessment across professions.
This book was awarded the 'Outstanding Research Publication award' for
2012 by the American Educational Research Association's Division I:
'Education in the Professions'.
