Developing professional expertise

The notion of lifelong learning, in the professions and in other areas of work, is now generally accepted as both inevitable and desirable. But where should this learning be located? What is the role of universities in initial and ongoing 'lifelong' professional formation? What type of learning is required? And how can it best be fostered? These issues have contemporary significance as the role of disciplinary knowledge in professional formation is being questioned and as the monopoly of universities in the production, dissemination, and legitimation of knowledge is being eroded. Such issues, can be informed by a better understanding of what constitutes workplace expertise and how such expertise develops. There is now a substantial literature which points the way. This paper briefly reviews some of this literature and presents results of interviews with nominated 'experts' in four professional areas: law, engineering, medicine and architecture. The interview data are consistent with much of the literature on situated learning and the development of expertise: highlighting the importance of work experience as an important site of learning and professional formation. In addition the workplace is seen as a key site for self formation, which in turn is seen as integral to professional formation and the portrayal of expertise.

Excerpt from published abstract reprinted by permission of the copyright owner.

The title of the conference was 'Changing practice through research: changing research through practice'. This volume of the collected papers is indexed at TD/ANTA 82.133; selected papers are indexed from TD/TNC 60.173 to TD/TNC 60.183.

The notion of lifelong learning, in the professions and in other areas of work, is now generally accepted as both inevitable and desirable. But where should this learning be located? What is the role of universities in initial and ongoing 'lifelong' professional formation? What type of learning is required? And how can it best be fostered? These issues have contemporary significance as the role of disciplinary knowledge in professional formation is being questioned and as the monopoly of universities in the production, dissemination, and legitimation of knowledge is being ...  [+] Show more