Re-thinking continuing professional development through changing metaphors and location in professional practices

Boud,D and Hager,P 2012, Re-thinking continuing professional development through changing metaphors and location in professional practices, Studies in continuing education, vol. 34, no. 1, pp. 17-30, doi: 10.1080/0158037X.2011.608656.

Attached Files
Name Description MIMEType Size Downloads

Title Re-thinking continuing professional development through changing metaphors and location in professional practices
Author(s) Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Hager,P
Journal name Studies in continuing education
Volume number 34
Issue number 1
Start page 17
End page 30
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2012
ISSN 0158-037X
1470-126X
Keyword(s) continuing professional education
professional practice
practice theory
metaphors of learning
Summary Many professions have requirements for professional development activities to ensure continuing registration or membership. These commonly focus on participation in a limited range of activities. This paper questions the assumptions behind such approaches and what alternatives might be considered. It explores the suitability of metaphors used for continuing professional education and suggests that continuing professional development might be better conceptualised within practice theory. It identifies what a practice theory view of continuing professional development might involve and discusses the implications, particularly the notion of locating development within the practices of work.
Language eng
DOI 10.1080/0158037X.2011.608656
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2012, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071825

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 52 times in TR Web of Science
Scopus Citation Count Cited 76 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 224 Abstract Views, 2 File Downloads  -  Detailed Statistics
Created: Fri, 27 Mar 2015, 09:35:07 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.