This volume explores the pedagogic implications of challenges involved in professional education worldwide. The wide range of professions covered includes accountants, military company commanders, surgeons, nurse practitioners, academics, managers, and more.

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'. <

Extends scholarly attention to lifespan development of professionals Supports learning: cross-professional and inter-disciplinary in relation to research and learning and teaching practices Extends understanding of the complexities of professional practice Enables learning from the experience and contexts of a range of professions Develops new approaches to empirical educational research in professional education and emergent methodologies.

Inhalt

Preface; Marcia Mentkowski .- Introduction; Anne Mc Kee and Michael Eraut .- 1. Developing a Broader Approach to Professional Learning; Michael Eraut .- 2. Knowledge Networks for Treating Complex Diseases in Remote, Rural and Underserved Communities; Sanjeev Arora, Summers Kalishman, Denise Dion, Karla Thornton, Glen Murata, Connie Fassler, Steven M Jenkusky, Brooke Parish, Miriam Komaromy, Wesley Pak and John Brow .- 3. Using Simulation and Coaching as a Catalyst for Introducing Team Based Medical Error Disclosure; Lynne Robins, Peggy Odegard, Sarah Shannon, Carolyn Prouty, Sara Kim, Douglas Brock and Thomas Gallagher .- 4. Leadership Development in dynamic and hazardous environments: Company Commander Learning Through Combat; Nate Allen and D. Christopher Kayes .- 5. Managers' teaching and leading in the workplace: an exploratory field study; Robert E. Saggers and Alenoush Saroyan .- 6. Professional Identity Formation and Transformation across the Life Span; Muriel J. Bebeau and Verna E. Monson .- 7. The role of reflection in medical practice: continuing professional development in medicine; Sílvia Mamede, Remy Rikers and Henk G. Schmidt .- 8. From Nurse to Advanced Nurse Practitioner: Mid-career Transitions; Debra Sharu .- 9. Learning from Conceptions of Professional Responsibility and Graduates Experiences in becoming Novice Practitioners; Tone Dyrdal Solbrekke and Ciaran Sugrue .- 10. Learning Communities of Surgeons in Mid-career Transformation; Jan Armstrong .- 11. *** Academic identities and research informed learning and teaching: issues in higher education in the UK; Anne Mc Kee .- Conclusion; Anne Mc Kee and Michael Eraut* .- Index.

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