From Expert Student to Novice Professional

✍ Scribed by Anna Reid, Madeleine Abrandt Dahlgren, Lars Owe Dahlgren, Peter Petocz

• Publisher: Springer
• Year: 2011
• Tongue: English
• Leaves: 164
• Series: Professional Learning and Development in Schools and Higher Education 5
• Edition: 1st Edition.
• Category: Library

✦ Synopsis

Students entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselves for a future that can be volatile, changeable and challenging. This book shows how students navigate their way through learning and become effective students; it details how to shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. It is in this sense that the book explores how people move from being expert students to novice professionals. This book presents a model of professional learning fashioned out of a decade of research undertaken in countries half a world away from each other—Sweden and Australia. It uses empirical research gathered from students and teachers to show how students negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. It reveals that as students move from seeing themselves as learners, they take on more of a novice professional identity which in turn provides a stronger motivation for their formal studies.

✦ Table of Contents

Cover......Page 1
Professional Learning and Development
in Schools and Higher Education
Volume 5......Page 2
From Expert Student
to Novice Professional......Page 4
ISBN 9789400702493......Page 5
Contents......Page 6
What This Book Is About......Page 10
Learning for the Professions......Page 11
The Contribution of Formal Learning Situations to Pre-professional Learning......Page 13
Discourses of Higher Education andWorking Life......Page 14
Identity, Learning and Engagement......Page 16
The Contribution of the Early Twenty-First Century World to Pre-professional Learning......Page 18
The Contribution of Earlier Eras to Pre-professional Learning......Page 19
Higher Education, Professions and Internationalisation......Page 21
Communities of Professional Practice......Page 22
Who Are Our Students?......Page 23
How Is Professional Preparation Experienced?......Page 26
Introduction......Page 28
Methodological Approach......Page 29
Introducing the Professional Entity Project......Page 31
Introducing the Journeymen Project......Page 33
Combining the Projects –Issues of Method......Page 36
A Model for Understanding Professional Learning......Page 38
Discussion......Page 40
What Is Professional Discourse?......Page 44
How Do Students Understand Professional Discourses?......Page 46
The Professional Entity......Page 47
Examining the Professional Entity from the Context of One Profession –Music......Page 48
The Effect of Disciplinary Variation......Page 50
Professional Discourses and Learning......Page 56
Professional Discourse and Knowledge......Page 58
Introduction......Page 60
Ideas Regarding Disciplines and Transitions......Page 62
Students and Novice Professionals’ Conceptions of Knowledge: An Early Study......Page 64
The Journeymen Project......Page 66
The Influence of Curricular Design and Processes......Page 67
Students’ Trajectories of Knowledge Formation......Page 69
Ritual or Rational Preparation for Work Life?......Page 71
The Complexity of Knowledge Formation......Page 72
Further Discussion......Page 74
Introduction......Page 78
Investigating Professional Dispositions......Page 81
Students’ Views of Professional Dispositions......Page 82
Students' Views of the Intersections Between Dispositions......Page 86
Broadening the Base for Dispositions......Page 87
Discussion......Page 90
Introduction......Page 94
The Concept of Identity Formation in the Realm of Studies andWork......Page 95
The Notion of Engagement......Page 97
Influence of Discipline on Identity Formation......Page 99
Political Science......Page 101
Design......Page 103
Mathematical Sciences -- George......Page 105
Psychology -- Erika......Page 107
Engagement and Identity Formation as a Function of Students’ Learning Experience......Page 109
Introduction......Page 112
Authenticity......Page 113
The Structure of Professional Curricula......Page 115
The Effect of a Diffuse Field on Learning for Professional Formation......Page 116
The Effect of a Clear Field on Learning for Professional Formation......Page 119
Balancing Autonomy and Interaction –Acknowledging the Diversity of Students......Page 120
Students’ Ideas About Their Own Learning......Page 123
Envisioning a Broad Curriculum......Page 124
Introduction......Page 128
The Nature of Professions......Page 129
The Expert Student......Page 131
The Novice Professional......Page 132
Designing Curricula –Professional Contextualisation or Disciplinary Organisation......Page 134
Empowering Students in Matters of Influence......Page 136
Upgrading the Significance of Reflection......Page 137
Interprofessional Learning –A Necessity in a Super-Complex World?......Page 138
Learning as a Social Phenomenon......Page 140
Towards Professional Formation......Page 143
References......Page 148
Author Index......Page 158
Subject Index......Page 162