Educating the Deliberate Professional

1. Front Matter

   Pages i-xiii

   PDF

2. Setting the Scene

   1. Front Matter

      Pages 1-1

      PDF

   2. Scoping the Deliberate Professional

      • Franziska Trede, Celina McEwen

      Pages 3-14

   3. Carving Out the Territory for Educating the Deliberate Professional

      • Franziska Trede, Celina McEwen

      Pages 15-28

   4. Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough

      • Tone Dyrdal Solbrekke, Tomas Englund, Berit Karseth, Eevi E. Beck

      Pages 29-44

3. Reconceptualising the Professional

   1. Front Matter

      Pages 45-45

      PDF

   2. Critique and the Deliberate Professional: Framing the New and Enhanced Role of Intermediaries in Digital Culture

      • Jonathan Roberge

      Pages 47-58

   3. Deliberate and Emergent Approaches to Practice Development: Lessons Learned from the Australian Environment Movement

      • Rick Flowers

      Pages 59-73

   4. The Soul of the University: Deliberate Leadership and the Hero’s Journey

      • Andrew Vann

      Pages 75-90

   5. Parrhēsia, Artisans and the Possibilities for Deliberate Practice

      • David A. Nicholls

      Pages 91-105

   6. University and Community Engagement: Towards a Partnership Based on Deliberate Reciprocity

      • Lesley Cooper, Janice Orrell

      Pages 107-123

4. Rethinking Practice Education

   1. Front Matter

      Pages 125-125

      PDF

   2. Learning to Master Profession-Specific Knowledge Practices: A Prerequisite for the Deliberate Practitioner?

      • Monika Nerland

      Pages 127-139

   3. A Capabilities Approach to Educating the Deliberate Professional: Theory and Practice

      • Monica McLean, Melanie Walker

      Pages 141-155

   4. Taking Professional Practice Seriously: Implications for Deliberate Course Design

      • David Boud

      Pages 157-173

   5. Deliberate Subversion of Time: Slow Scholarship and Learning Through Research

      • Tony Harland

      Pages 175-188

   6. Deliberately Owning My Practice Model: Realising My Professional Practice

      • Joy Higgs

      Pages 189-203

5. Panoptic Musings

   1. Front Matter

      Pages 205-205

      PDF

   2. The Deliberate Professional in the Digital Age: A Manifesto in the Tradition of Critical Theory and Pedagogy

      • Rainer Winter

      Pages 207-221

   3. Educating Deliberate Professionals: Beyond Reflective and Deliberative Practitioners

      • Celina McEwen, Franziska Trede

      Pages 223-229

This book takes a fresh look at professional practice and professional education. In times of increased managerialism of academic teaching and a focus on graduate learning outcomes, it discusses possibilities to teach and learn otherwise. A deliberate professional is someone who consciously, thoughtfully and courageously makes choices about how to act and be in the practice world. A pedagogy of deliberateness is introduced that focuses on developing the following four characteristics of professionals: (1) deliberating on the complexity of practice and workplace cultures and environments; (2) understanding what is probable, possible and impossible in relation to existing and changing practices; (3) taking a deliberate stance in positioning oneself in practice as well as in making technical decisions; and (4) being aware of and responsible for the consequences of actions taken or actions not taken in relation to the ‘doing’, ‘saying’, ‘knowing’ and ‘relating’ in practice.      
Educating the deliberate professional is a comprehensive volume that carves out and explores a framework for a pedagogy of deliberateness that goes beyond educating reflective and deliberative practitioners. As a whole, this book argues for the importance of educating deliberate professionals, because, in the current higher education climate, there is a need to reconcile critique (thinking), participation (doing) and moral responsibility (relating to others) in professional practice and professional education.      

• Community engagement
• Critical pedagogy
• Critical professional
• Deliberate practice
• Deliberate professional
• Ethical professional
• Higher education
• Learning identities
• Pedagogy of deliberateness
• Professional education
• Professional learning
• Professional practice
• Vocationalisation of education
• professional identity
• professional knowledge
• inquiry-based learning
• deliberative thinking
• professional judgment
• professional responsibility
• practice theory

“This book provides a very valuable contribution to the literature and assists in our understanding of the complex aspects of learning for the modern world through work-integrated learning for students. I, therefore, recommend this book without hesitation to researchers and curricular developers in work-integrated learning, and also to those engaged in wider curricular renewal and review in higher education.” (Dr. Karsten E. Zegwaard, Asia-Pacific Journal of Cooperative Education, Vol. 17 (3), 2016)

       

• The Education For Practice Institute, Charles Sturt University, Silverwater, Australia

  Franziska Trede, Celina McEwen

             

Policies and ethics