Table Of Content“Becoming”a Professional
Lifelong Learning Book Series
VOLUME16
SeriesEditors
DavidN.Aspin,FacultyofEducation,MonashUniversity,Melbourne,Australia
JudithD.Chapman,CentreforLifelongLearning,AustralianCatholicUniversity,
Melbourne,Australia
EditorialBoard
WilliamL.Boyd,DepartmentofEducationPolicyStudies,PennsylvaniaState
University,UniversityPark,PA,USA
KarenEvans,InstituteofEducation,UniversityofLondon,UK
MalcolmSkilbeck,Drysdale,Victoria,Australia
YukikoSawano,UniversityoftheSacredHeart,Tokyo,Japan
KaoruOkamoto,NationalGraduateInstituteforPolicyStudies,Tokyo,Japan
DenisW.Ralph,FlindersUniversity,Adelaide,Australia
Aims&Scope
“LifelongLearning”hasbecomeacentralthemeineducationandcommunity
development.Bothinternationalandnationalagencies,governmentsandeducational
institutionshaveadoptedtheideaoflifelonglearningastheirmajorthemeforaddress
andattentionoverthenexttenyears.Theyrealizethatitisonlybygettingpeople
committedtotheideaofeducationbothlife-wideandlifelongthatthegoalsof
economicadvancement,socialemancipationandpersonalgrowthwillbeattained.
TheLifelongLearningBookSeriesaimstokeepscholarsandprofessionalsinformed
aboutandabreastofcurrentdevelopmentsandtoadvanceresearchandscholarshipin
thedomainofLifelongLearning.Itfurtheraimstoprovidelearningandteaching
materials,serveasaforumforscholarlyandprofessionaldebateandofferarichfund
ofresourcesforresearchers,policy-makers,scholars,professionalsandpractitionersin
thefield.
ThevolumesinthisinternationalSeriesaremulti-disciplinaryinorientation,
polymathicinorigin,rangeandreach,andvariegatedinrangeandcomplexity.They
arewrittenbyresearchers,professionalsandpractitionersworkingwidelyacrossthe
internationalarenainlifelonglearningandareorientatedtowardspolicyimprovement
andeducationalbettermentthroughoutthelifecycle.
Forfurthervolumes:
http://www.springer.com/series/6227
“Becoming”
a Professional
an Interdisciplinary Analysis
of Professional Learning
Editedby
LesleyScanlon
FacultyofEducationandSocialWork,UniversityofSydney,NSW,Australia
123
Editor
LesleyScanlon
FacultyofEducationandSocialWork
UniversityofSydney
SydneyNewSouthWales
Australia
[email protected]
ISBN978-94-007-1377-2 e-ISBN978-94-007-1378-9
DOI10.1007/978-94-007-1378-9
SpringerDordrechtHeidelbergLondonNewYork
LibraryofCongressControlNumber:2011930862
©SpringerScience+BusinessMediaB.V.2011
Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorby
anymeans,electronic,mechanical,photocopying,microfilming,recordingorotherwise,withoutwritten
permissionfromthePublisher,withtheexceptionofanymaterialsuppliedspecificallyforthepurpose
ofbeingenteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework.
Coverdesign:SPiPublisherServices
Printedonacid-freepaper
SpringerispartofSpringerScience+BusinessMedia(www.springer.com)
JosieandGabriel
Editorial by Series Editors
This volume is a further publication in the Springer Series of publications on
the theme of Lifelong Learning, edited by David Aspin and Judith Chapman. In
this series, we have taken as our principal agenda a number of themes for future
researchanddevelopment,analysisandexpansionandstrategiesandguidelinesin
the field of lifelong learning. The domain of lifelong learning has become a rich
and fertile ground for setting out and summarising, comparing and criticising the
heterogeneousscope and remit of policies, proposalsand practices in its different
constitutivepartsacrosstheinternationalarena.
This volume is an outcomeof some of the importantissues thatwere raised in
the first edition of the International Handbook of Lifelong Learning. It deals, in
particular, with the questions about the ways in which people “become” profes-
sional. It is the work of our colleague Lesley Scanlon, who has gathered together
contributions to this important theme from a range of international scholars and
writers in that field. The writers analyse the nature, developmentand function of
becoming a professional and the generic attributes we may look for in them in
an age of uncertainty. The authors that Lesley has brought together look at the
relationshipbetweenprofessionalattributesandchangingconceptionsoflearning,
aswellastherelationshipbetweenprofessionallearning,inarangeofprofessions–
medicine, nursing, teaching, the law, the caring professions, engineering – in a
world where opportunities for employment and their concomitant requirements
are constantlychanging.Theypay particularattention to the evolutionfrom insti-
tutional requirements of professional development to a more profession-directed
and profession-driven approach, in which the needs, interests and aspirations of
the learners themselves play a far greater part in determining the structures and
directionsofthe learningprogramsthatare setupto help thembecomeproficient
agents in their chosen fields. Particular attention is paid to the changing nature,
typeandfunctionofgenericattributesandlearninginprofessionalsettings,where
examplesandillustrativecasesaredrawnwidelyfromacrosstheinternationalfield.
Lesley Scanlon and her colleagues have done us all a signal service in the
preparation of this book. Their work has demonstrated a clear commitment to
the emancipatory potential of lifelong learning to become a professional. Their
vii
viii EditorialbySeriesEditors
argumentis that the contemporaryfocus on the transition to work and the role of
genericattributesneedstobeconceivedmorerealisticallyandcoherentlyaspartof
anongoingandinteractivelifelonglearningprocess.Theprofessionalenvironment
canprovideindividualandcollectiveopportunitiestobuildonandintegratelearning
gainedfromamuchwidersetofactivitiesandexperiences.Learningtobecomea
professionalis, theyargue,animportantpartoflifelonglearning,asitisasite for
personal and general forms of learning, as well as for the further developmentof
technicaland professionalknowledgeto be activated and deployedin a particular
professionalfield.Forthem,theissueofhowtoenhancethenotionofprofessional
beliefs and behaviour, ethics and attitudes and the application of more general
capacitieslikecommunicating,relatingtopeopleandusingtechnologyisamatter
ofencouragingbetterlearning,priortoenteringandwhileengagedintheworkof
theirprofession.
We believe that this importantwork comesforward at an especially significant
and fruitful time when the worlds and institutions of learning and work are in a
stateofconsiderable,nottosayradical,changeandupheaval.Webelievethatboth
employersand institutionswillbenefitenormouslyfromreadingandreflecting on
the messages contained in this work. We are pleased that the work helps carry
forwardtheagendaoftheSpringerBookSeriesonLifelongLearning.Wethankthe
anonymous international reviewers and assessors who have considered, reviewed
and assessed the proposal for this work and the individual chapters in the final
manuscriptand who have played a significant partin the progressof this work to
completion.We trustthat its readerswill find it as stimulating,thought-provoking
and controversialas we who have overseen this project and its developmenthave
foundit.Wecommenditwithgreatconfidencetoallthoseworkinginthisfield.We
aresurethatthisfurthervolumeintheSpringerSerieswillprovidethewiderange
of constituencies working in the domain of lifelong learning with a rich range of
newmaterialfortheirconsiderationandfurtherinvestigation.Webelievethatitwill
encourage their continuing critical thinking, research and development, academic
andscholarlyproductionandindividual,institutionalandprofessionalprogress.
January2011 DavidAspinandJudithChapman
Contents
Introduction ...................................................................... 1
LesleyScanlon
1 ‘Becoming’aProfessional................................................. 13
LesleyScanlon
2 Becoming As an Appropriate Metaphor
forUnderstandingProfessionalLearning ............................... 33
PaulHagerandPhilHodkinson
3 LearningtoBe–AtWork ................................................. 57
DavidBeckett
4 HigherEducationandBecomingaProfessional........................ 77
MadeleineAbrandtDahlgren
5 BecomingAuthenticProfessionals:LearningforAuthenticity........ 95
ThuyT.VuandGloriaDall’Alba
6 WhiteCoats,HandmaidensandWarriorChiefs:TheRole
ofFilmicRepresentationsinBecomingaProfessional................. 109
LesleyScanlon
7 BecomingaMedicalProfessional......................................... 129
AlanBleakley
8 ProfessionalPracticeandDoctoralEducation:Becoming
aResearcher................................................................. 153
AlisonLee
9 BecomingaProfessionalDoctor .......................................... 171
KirstyFoster
10 BecomingaProfessionalNurse ........................................... 195
JaneDaveyandSandieBredemeyer
ix
