Against professional development
McWilliam, Erica L. (2002) Against professional development. Educational Philosophy and Theory, 34(3), pp. 289-299.
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.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > PHILOSOPHY AND RELIGIOUS STUDIES (220000) > HISTORY AND PHILOSOPHY OF SPECIFIC FIELDS (220200)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Australian and New Zealand Standard Research Classification > PHILOSOPHY AND RELIGIOUS STUDIES (220000) > PHILOSOPHY (220300)
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
Current > QUT Faculties and 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|
|Last Modified:||27 Oct 2014 14:55|
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