Against Professional Development

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

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DOI : 10.1080/00131850220150246

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.

ID Code:	1032
Item Type:	Journal Article
ISSN:	1469-5812
Subjects:	Australian and New Zealand Standard Research Classification > EDUCATION (130000) Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Divisions:	QUT Faculties and Divisions > Faculty of Education
Copyright Owner :	Copyright 2002 Taylor & Francis
Copyright Statement :	First published in Educational Philosophy and Theory 34(3):pp. 289-300.
Deposited On:	15 Apr 2005
Last Modified:	03 Dec 2008 12:20

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