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Against professional development

McWilliam, Erica L. (2002) Against professional development. Educational Philosophy and Theory, 34(3), pp. 289-299.

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Abstract

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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ID Code: 1032
Item Type: Journal Article
DOI: 10.1080/00131850220150246
ISSN: 1469-5812
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: 17 Sep 2010 11:32

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