Against Professional Development

(2002) Against Professional Development. Educational Philosophy and Theory, 34(3), pp. 289-300.

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Description

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional development programs in Australian universities, drawing parallels with Third World development programs. She argues that professional development knowledge is privileged over disciplinary knowledge in setting lifelong learning agendas for academics, and notes some problematic consequences of this for academics engaged in professional development programs.

Impact and interest:

75 citations in Scopus
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2,989 since deposited on 15 Apr 2005
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ID Code: 1032
Item Type: Contribution to Journal (Journal Article)
Refereed: Yes
ORCID iD:
McWilliam, Ericaorcid.org/0000-0002-3950-114X
Measurements or Duration: 12 pages
DOI: 10.1080/00131850220150246
ISSN: 0013-1857
Pure ID: 34057005
Divisions: Past > QUT Faculties & Divisions > Faculty of Education
Copyright Owner: Copyright 2002 Taylor and Francis
Copyright Statement: First published in Educational Philosophy and Theory 34(3):pp. 289-300.
Deposited On: 15 Apr 2005 00:00
Last Modified: 11 Feb 2025 21:32

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