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

Boud, D; Hager, P

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

Boud, D

Hager, P

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Publication Type:: Journal Article
Citation:: Studies in Continuing Education, 2012, 34 (1), pp. 17 - 30
Issue Date:: 2012-03-01

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Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Hager, P https://orcid.org/0000-0001-5186-2776	en_US
dc.date.issued	2012-03-01	en_US
dc.identifier.citation	Studies in Continuing Education, 2012, 34 (1), pp. 17 - 30	en_US
dc.identifier.issn	0158-037X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/22599
dc.description.abstract	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. © 2012 Copyright Taylor and Francis Group, LLC.	en_US
dc.relation.ispartof	Studies in Continuing Education	en_US
dc.relation.isbasedon	10.1080/0158037X.2011.608656	en_US
dc.subject.classification	Education	en_US
dc.title	Re-thinking continuing professional development through changing metaphors and location in professional practices	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	34	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	34	en_US

Abstract:

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. © 2012 Copyright Taylor and Francis Group, LLC.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/22599