Professional learning, as the construction of knowledge related to work, is an issue of high importance in several professional domains at this moment. This course focuses on main streams of thinking in the field of expertise development, human resource development and knowledge dynamics in organisations. The course content deals primarily with the educational arena and highlights the concerns and strategies to minimize gaps between education and work, and tries to link this with (interventions in) professional development and the (collaborative arrangements in the) organization of work.
The perspective of this course: The urgency in different disciplines toward achieving professional status (e.g., nurses and teachers) is nowadays being challenged by a movement in opposite direction, i.e., the increased control over professional action under accountability warrant. Increasingly professionals are submitted to strict rules and regulations that confound their professionalism. In the traditional profession, many have lost their independent status behind. But also a movement towards extended professionalism is to be noted in which professionals work in (interdisciplinary) teams with other professionals, . Either way professionals are required to stay up-to-date in order to keep well informed (the learning aspect) and to comply to organizational standards that embed their position.
Objectives
This course seeks to explore the development and learning by professionals prior to (education) and during their professional life. The course aims at understanding main theories and approaches that are prevalent in research and literature of expertise development and professional learning as it applies to professional development interventions.
As main topics of active exploration by students is to analyze concerns, gaps and transitions, between school or training to work, and back, and ways to make gaps less deep and transitions easier.
As an outcome the students is able to participate in a progressive discourse on several aspects of professional life: the conditions at work that promote or hinder further competence development, strategies of individual professionals to improve and stay up to date and organizational learning as part of competence development.
The achievement levels of the Master’s programme Education and Child Studies are all applicable to this course.
NB Language of instruction will be Dutch if only Dutch-speaking students participate.
Coordinator
Dr. H. Tillema.
Doel en inhoud
Professional learning, as the construction of knowledge related to work, is an issue of high importance in several professional domains at this moment. This course focuses on main streams of thinking in the field of expertise development, human resource development and knowledge dynamics in organisations. The course content deals primarily with the educational arena and highlights the concerns and strategies to minimize gaps between education and work, and tries to link this with (interventions in) professional development and the (collaborative arrangements in the) organization of work.
The perspective of this course: The urgency in different disciplines toward achieving professional status (e.g., nurses and teachers) is nowadays being challenged by a movement in opposite direction, i.e., the increased control over professional action under accountability warrant. Increasingly professionals are submitted to strict rules and regulations that confound their professionalism. In the traditional profession, many have lost their independent status behind. But also a movement towards extended professionalism is to be noted in which professionals work in (interdisciplinary) teams with other professionals, . Either way professionals are required to stay up-to-date in order to keep well informed (the learning aspect) and to comply to organizational standards that embed their position.
Objectives
This course seeks to explore the development and learning by professionals prior to (education) and during their professional life. The course aims at understanding main theories and approaches that are prevalent in research and literature of expertise development and professional learning as it applies to professional development interventions.
As main topics of active exploration by students is to analyze concerns, gaps and transitions, between school or training to work, and back, and ways to make gaps less deep and transitions easier.
As an outcome the students is able to participate in a progressive discourse on several aspects of professional life: the conditions at work that promote or hinder further competence development, strategies of individual professionals to improve and stay up to date and organizational learning as part of competence development.
The achievement levels of the Master’s programme Education and Child Studies are all applicable to this course.
NB Language of instruction will be Dutch if only Dutch-speaking students participate.
Onderwijsvormen
The course itself offers its participants several opportunities for professional learning and inquiry. Critical issues as identified in course lectures will be further explored and studied in so called study teams which are collaborative groups working towards a concrete and tangible solution of a self-selected problem describing concrete implications for new ways of working, learning and teaching in the profession. Outcomes and examples of good practice will be presented and discussed.
Literatuur
Boshuizen, E., Bromme, R. & Gruber, H. (Eds.) (2003). Professional Learning. Kluwer Academic Publishers: Dordrecht.(course book)
Another book will be used for study and preparation for the exam.
Toetsing
An individual written test on one of the course book‘s content is taken. Also grading of the study team result (both by presentation and paper) will be undertaken.
Rooster
Inschrijving
U-Twist registration is a requirement for ALL courses and exams.
The deadline for course registration is 2 weeks before the first class; the deadline for exam registration is 1 week before the exam.
Attendance without registration is forbidden!