In the knowledge economy, many companies are well aware of the vital need to maintain the professional expertise of their workers at a high level. Though there have been a lot of research studies in the areas of professional expertise and workplace learning, few examined the learning pathways novice workers went through to become experts in their…

Communities in which professionals share and create knowledge potentially support their continued learning. To realise this potential more fully, members are required to reflect critically. For learning at work such behaviour has been described as critically reflective work behaviour, consisting of six aspects: challenging groupthink, critical…

In the shift to a more clearly economic imperative for universities than social good, the relationship between higher education teaching and professional practice has become increasingly apparent. It is seen in the courses offered by universities, and the relationship with employment and employers advocated by government and funding agencies. From…

The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study,…

This paper discusses the contribution that practice-research networks can make to support critical professional development in the Learning and Skills sector in England. By practice-research networks we mean groups or networks which maintain a connection between research and professional practice. These networks stem from the philosophy of…

Many professions have requirements for professional development activities to ensure continuing registration or membership. These commonly focus on participation in a limited range of activities. This paper questions the assumptions behind such approaches and what alternatives might be considered. It explores the suitability of metaphors used for…

Recent years have seen the health and social care and education sectors subject to a range of policy initiatives which have been characterised by a concern for "modernisation" and restructuring of the workforce which has resulted in a reappraisal and so-called "professionalisation" of many existing previously lowskill roles. This has resulted in…

The professional development needs of early career academics (ECAs) are increasingly subject to scrutiny. The literature notes writing groups can be successful in increasing research outputs and improving research track records--a core concern for ECAs. However, the pressure on ECAs to publish takes the pleasure out of writing for many. We argue…

This article explores the discursive work done by different notions of professional development in adult education. In particular we outline the ways in which the discourses of technical expertise, competence and reflective practice are deployed to mobilise professional practices and identities in particular ways and position certain practices and…

This paper presents findings from a larger, qualitative study that explored the potential of a school-based teacher community of practice as a model for a transformative form of teacher professional development. This paper reports on initial findings from a grounded theory exploration of the factors that facilitated and constrained the evolution…

There has been a substantial rise in the number of students enrolling in part-time taught postgraduate awards. This study investigates the reasons or motivation for students to spend significant amounts on tutorial fees and find time alongside work, family and social commitments to take a taught postgraduate award. Data were gathered through…

In reviewing what lecturers found valuable for their professional development, it has been argued that "professional reading" of both higher education research and literature in their disciplines is a major theme for individual enhancement. Despite the increased interest in the writing practices of students and staff in higher education, however,…

Doctoral programmes and education do not necessarily pay enough attention to the professional development of the student. Doctoral students may struggle with an unclear conception of who they can and want to become as a result of their doctoral studies. This paper describes an event that aimed to provide doctoral students with opportunities to…

The field of educational development has a 40-year history of providing continuing education or professional development for academic staff, particularly focusing on improving teaching and learning. However, little has yet been written on the historical origins and development of this field, apart from content analyses of some key journals and…

Storytellers have always known that there is more to a story than "just a good yarn". It is through stories that individuals construct and reconstruct their sense of self as they learn "to be" in the world. Learning through stories is common across a number of professional contexts. However, storied approaches are under-utilised in supervisor…