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Critically examines the way we currently educate for the professions
Proposes a fresh, innovative approach to educating for professional practice
Provides a scholarly, well-grounded account for enhancing professional education
Closely interweaves theory and empirical material on learning to be professionals
Offers timely coverage, given increasing interest in educating for the professions
Preparing professionals to meet the demands of changes in practice is a compelling issue for the development of society, professions and individual professionals. A key tenet of this book is that we currently prepare professionals for the world of work in ways that are generally limited in scope and inadequate for addressing contemporary professional practice. The book critically investigates professional education programmes and the assumptions upon which they are based. It argues for an ontological turn in which professional education attends not only to what students know and can do, but also who they are becoming as professionals. In a scholarly, well-grounded account, the book closely interweaves theory and empirical material on learning to be professionals. It provides a fresh, innovative approach to designing professional education programmes, as well as to research about this important enterprise. This book makes a timely, insightful contribution to debate about educating for the professions.
Content Level »Research
Keywords »Curriculum - Gender - becoming - education - higher education - learning - ontology - professional education - professional ways of being
Acknowledgements.- PART A - FOCUS OF THE INQUIRY.- 1. A deepening crisis of confidence in the professions.- Contemporary context of professional practice.- A crisis of confidence re-visited.- Structure of the book.- 2. What is professional practice?.- What is a profession?.- Exploring professional practice.- A lifeworld perspective on professional practice.- Professional practice presupposes the lifeworld.- PART B - PROFESSIONAL EDUCATION AS PREPARATION.- 3. Investigating preparation for professional practice.- Technical rationality and the normative curriculum.- Problem-based learning.- Work-based learning.- Curriculum design for professional preparation.- 4. Professional education as a process of becoming.- Becoming professionals.- Ambiguities in becoming professionals.- Avoidance of addressing ontology in professional education.- Pursuing ontological education for the professions.- Letting learn.- PART C - PROFESSIONAL WAYS OF BEING.- 5. Contextualising professional ways of being.- A brief history of western medicine.- A biomedical model of medicine.- 6. Interplay between traditions and being professionals.- Disease in patients’ lives.- Power relations between medical practitioners and patients.- Exposure of patients during physical examination.- Emotional demands of medical practice.- Being with people who seek help.- Social distancing in medical practice.- Gender and access to medical practice.- Medical practice as service provision .- 7. Learning professional ways of being.- Development over time: Unfolding professional ways of being.- Case 1: Karl.- Case 2: Lotta.- A synthesis: Karl and Lotta learning to be professionals.- PART D - IMPLICATIONS FOR PROFESSIONAL EDUCATION.- 8. Designing professional education: Where to from here?.- Beyond knowledge and skills in professional education.- Overcoming a theory/practice gap in curriculum design.- Professional education as preparation for practice.- Addressing ambiguity inprofessional practice.- Integrating ontology and epistemology in professional education.- Professional education as a process of becoming.- Challenging and supporting learning to be professionals.- Developing attuned responsiveness to professional practice.- Concluding remarks.- References.- Index.