From Expert Student to Novice Professional
Students entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselve
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Series Editors A. Lieberman, The Carnegie Foundation for the Advancement of Teaching, Stanford, USA J. Furlong, Department of Education, University of Oxford, U.K. P. Blackmore, Kings College London, London, U.K. M. Cochran-Smith, Lynch School of Education, Boston College, Chestnut Hill, USA C. Sugrue, Cambridge University, Cambridge, U.K. J. Orrell, School of Education, Flinders University, Adelaide, Australia Christopher Day, University of Nottingham, U.K. Judyth Sachs, Macquarie University, Sydney, NSW, Australia
For further volumes: http://www.springer.com/series/7908
Anna Reid · Madeleine Abrandt Dahlgren · Peter Petocz · Lars Owe Dahlgren
From Expert Student to Novice Professional
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Prof. Anna Reid Sydney University Sydney Conservatorium of Music Macquarie Street Sydney New South Wales Australia [email protected] Assoc. Prof. Peter Petocz Macquarie University Dept. Statistics Sydney New South Wales Australia [email protected]
Prof. Madeleine Abrandt Dahlgren Linköping University Dept. Behavioural Sciences & Learning Linköping Sweden [email protected] Prof. Lars Owe Dahlgren Linköping University Dept. Behavioural Sciences & Learning Linköping Sweden [email protected]
ISBN 978-94-007-0249-3 e-ISBN 978-94-007-0250-9 DOI 10.1007/978-94-007-0250-9 Springer Dordrecht Heidelberg London New York © Springer Science+Business Media B.V. 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Contents
1 What’s Happening in Higher Education? . . . . . . . . . What This Book Is About . . . . . . . . . . . . . . . . . . . Learning for the Professions . . . . . . . . . . . . . . . . . The Contribution of Formal Learning Situations to Pre-professional Learning . . . . . . . . . . . . . . . . . The Contribution of Learners to Pre-professional Learning . Discourses of Higher Education and Working Life . . . . . . Identity, Learning and Engagement . . . . . . . . . . . . . . The Contribution of the Early Twenty-First Century World to Pre-professional Learning . . . . . . . . . . . . . . . . . The Contribution of Earlier Eras to Pre-professional Learning Higher Education, Professions and Internationalisation . . . Communities of Professional Practice . . . . . . . . . . . . Who Are Our Students? . . . . . . . . . . . . . . . . . . . . How Is Professional Preparation Experienced? . . . . . . . .
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2 Professional Learning: How Can We Unde
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