Titlebook: "Becoming" a Professional; an Interdisciplinary Lesley Scanlon Book 2011 Springer Science+Business Media B.V. 2011 "becoming".doctors.educa

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https://doi.org/10.1007/978-3-030-80475-6ely are engaged in iterative becoming as they respond to the challenges of globalization, new managerialism, multiculturalism and deprofessionalisation. The author illustrates responses to these challengers by using examples from engineering, social work, nursing, teaching and medicine. What is evid

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Olha Bilyk,Kvitoslava Obelovska chapters in this interdisciplinary work. The author suggests ways in which we might answer the question – what are professionals and how do we account for professional becoming? The chapter first locates, within the scholarly literature, the provenance of ‘becoming’ as an iterative and emergent con

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Valentyn Kuzmych,Mykhailo Novotarskyilly illuminated by employing the metaphor of becoming. The argument has two strands. Firstly, we show that becoming enjoys significant advantages over common alternative metaphors, such as, acquisition and transfer, participation and construction, which are still favoured by various policy makers an

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Wei Luo,Jiwei Tang,Saixiao Huang,Yuan Chenilds on empirical studies, accomplished within an EU-project, the ‘Journeymen’ project of how students from four different European universities and study programmes in four European countries; Sweden, Norway, Poland, and Germany, understand their university culture, envisaged work and the relations

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Bogdan Korniyenko,Andrii Nesterukd with renewed urgency. Authentic learning has been proposed as appropriate to preparing students for work and life beyond formal education. Conventionally, authentic learning has been equated to learning that involves real-life applications of knowledge. In this chapter, we challenge this conceptua

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https://doi.org/10.1007/978-3-319-67349-3 constitutes a professional and professional practice. The author examines changing filmic representations of doctors, nurses and teachers through 100?years of filmic history. These representations are fictionlised enactments of professional practice, front of stage performances by professionals in

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E. Fimmel,M. Gumbel,L. Strüngmannplain or explore this transformation in depth. How medical education happens concerns issues of power and legitimacy, and these are intimately tied to production of identities. As the focus for medical students’ ontological learning shifts to the workplace and clinical teams, and to affective capita

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Zhengbing Hu,Sergey Petoukhov,Matthew He the professions raises an important set of questions: what happens when professionals undertake doctoral research degree study? What kinds of knowledge are produced and what kinds of identities are formed in the nexus between the worlds of their workplaces and their professions and that of the univ

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Determinant Optimization Methodhich medical practitioners work. This is a climate which has seen rapid change in the public perception of the medical profession as a result of high-profile cases of ‘bad doctors’, better educated patients as a result of information via the Internet, self-regulation successes and failures and the c