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001 | 311995 | ||
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005 | 20160429160525.0 | ||
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008 | 150903s2011 ne | o |||| 0|eng d | ||
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_a9789400713789 _99789400713789 |
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024 | 7 |
_a10.1007/9789400713789 _2doi |
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_a201509030703 _bVLOAD _c201405070428 _dVLOAD _y201402251339 _zstaff |
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_aMX-SnUAN _bspa _cMX-SnUAN _erda |
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050 | 4 | _aLC5201-6660.4 | |
100 | 1 |
_aScanlon, Lesley. _eeditor. _9353480 |
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245 | 1 | 0 |
_a"Becoming" a Professional : _ban Interdisciplinary Analysis of Professional Learning / _cedited by Lesley Scanlon. |
264 | 1 |
_aDordrecht : _bSpringer Netherlands, _c2011. |
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300 |
_ax, 262 páginas _brecurso en línea. |
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336 |
_atexto _btxt _2rdacontent |
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337 |
_acomputadora _bc _2rdamedia |
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_arecurso en línea _bcr _2rdacarrier |
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_aarchivo de texto _bPDF _2rda |
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_aLifelong Learning Book Series ; _v16 |
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500 | _aSpringer eBooks | ||
505 | 0 | _aEditorial by Series Editors; David Aspin and Judith Chapman -- Introduction; Lesley Scanlon -- ‘Becoming’ a Professional ; Lesley Scanlon -- Becoming as an Appropriate Metaphor for Understanding Professional Learning; Paul Hager and Phil Hodkinson -- Learning To Be – At Work; David Beckett -- Higher Education and Becoming a Professional; Madeleine Abrandt Dahlgren -- Becoming Authentic Professionals: Learning for Authenticity; Thuy T Vu and Gloria Dall’Alba -- White Coats, Handmaidens and Warrior Chiefs - the Role of Filmic Representations in Becoming a Professional; Lesley Scanlon -- Becoming a Medical Professional; Alan Bleakley -- Professional Practice and Doctoral Education - Becoming a Researcher; Alison Lee -- Becoming a Professional Doctor; Kirsty Foster -- Becoming a Professional Nurse; Jane Davey and Sandie Bredemeyer -- Teacher Professional Becoming - A Practice-based, Actor-network Theory Perspective; Dianne Mulcahy -- And the Conclusion for Now is …?; Lesley Scanlon -- Biographies -- Index. | |
520 | _a‘Becoming’ is used in this interdisciplinary work as an emergent, iterative concept of professional identity formation. The conceptual framework of ‘becoming’, as well as the arguments in the book are intended to encourage professionals—and those engaged in their education—to reflect on what it means to be a ‘professional’ in the twenty-first century, an era dominated by the discourses of globalisation, ‘new mangerialism’, multiculturalism and deprofessionalisation. We live in a world where not only scholars, but also a better educated client base informed by technological innovations, have issued unprecedented challenges to the traditional professional ideal. The once paradigmatic identity of the superiority of the Anglo-American professional, grounded in an exclusive knowledge-base and an altruistic ‘public-service’ principle, are no longer tenable. The book will generate dialogue about the nature of professionalism through a multidisciplinary lens in chapters on medicine, nursing and teaching and in reference to social work, the clergy and engineering. Here, becoming a professional is a lifelong, extended process that constructs an individual’s professional identity through formal education, workplace interactions and popular culture. It advocates the ‘ongoing’ modality of developing a professional self throughout one’s professional life. What emerges from this work is a concept of becoming a professional that is quite different from the isolated, rugged, individualistic approach to traditional professional practice as represented in popular culture. It is a book for the reflective professional. | ||
590 | _aPara consulta fuera de la UANL se requiere clave de acceso remoto. | ||
710 | 2 |
_aSpringerLink (Servicio en línea) _9299170 |
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_iEdición impresa: _z9789400713772 |
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_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-1378-9 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL) |
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_c311995 _d311995 |