Unveiling Professional Development: A Critical Review of Stage Models

Dall’Alba, Gloria; Sandberg, Jörgen

doi:10.3102/00346543076003383

Cited by 383 publications

(279 citation statements)

References 81 publications

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“…The importance of the clinical placements to develop clinical expertise has been highlighted by Rushton and Lindsay (2007) and is consistent with the literature related to situated learning (Fish and Coles, 1998;Billett, 2001Billett, , 2004Dall'Alba and Sandberg, 2006) and mentorship (Daloz, 1999;Jensen et al, 1999). New knowledge and skills need to be learnt within the setting to which it is to be applied.…”

Section: Introductionsupporting

confidence: 69%

“…Questioning by the educator enabled the practitioner to become aware of their assimilated hidden, taken for granted knowledge (Titchen, 2001). It is proposed that through critical enquiry this knowledge became less personally embedded (Kegan, 2000), more discriminating, integrated, differentiated, open (Mezirow, 1991), dependable and justified (Cranton, 2000) leading to more complex and comprehensive embodied understanding (Dall'Alba, 2004;Dall'Alba and Sandberg, 2006). This learning process enhanced their understanding of, and criticality towards, practice knowledge, which is considered essential for patient centred practice (Fish, 1998;Fish and Coles, 1998;Johns, 1998).…”

Section: Discussion Of Findingsmentioning

confidence: 99%

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The impact of a musculoskeletal masters course: Developing clinical expertise

2011

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a b s t r a c t A common aim of Masters (MSc) courses in the UK, accredited by the Manipulation Association of Chartered Physiotherapists (MACP), is to promote the clinical expertise of practitioners. Few studies have explored the extent to which this is achieved and understanding is further hampered by the contested nature of expertise. This paper reports on the impact of an MACP approved MSc on practitioners and offers a conceptual model of their development towards clinical expertise.A qualitative theory-seeking case study was used, drawing on the procedures and processes of grounded theory. Twenty-six semi-structured interviews were conducted with eleven alumni from one MACP approved MSc programme. Dimensional analysis and the constant comparative method of data analysis, was used to build the conceptual model.Prior to enrolment, practitioners uncritically accepted knowledge from others and followed habitual routines with their patients. Their diet of informal CPD appeared ineffective in developing these attri-butes. The impact of the MACP approved MSc involved three developmental aspects of clinical expertise: critical understanding of practice knowledge, patient centred practice and capability to learn in, and from, clinical practice. These inter-related aspects of knowledge, practice and learning offer a conceptual model of the development towards clinical expertise. The most powerful experience to trigger change was direct observation and feedback of their clinical practice by an MACP educator; this highlights the value of clinical mentors facilitating less experienced colleagues. The implementation of such mentorship within departments may offer a cost effective and manageable way to support CPD within the workforce.

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Section: Introductionsupporting

confidence: 69%

Section: Discussion Of Findingsmentioning

confidence: 99%

The impact of a musculoskeletal masters course: Developing clinical expertise

2011

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“…However, teachers' professional development regarding their teaching competence is often not dealt within Didaktik and curriculum theory literature (e.g. Dreyfus and Dreyfus 1986;Berliner 1989;Dall'Alba and Sandberg 2006;Wermke 2013).…”

Section: Didaktik As Theory About Educational Interactionmentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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“…With continued critical evaluation, these may then become more discriminating, integrated, differentiated, open [42], dependable and justified [43], leading to more complex and comprehensive embodied understanding [20,44]. Engagement in the process of critical evaluation may also foster a tentative, experimental and sceptical attitude towards practice knowledge [19].…”

Section: Learning Outcomesmentioning

confidence: 99%

“…Fundamental to learning transition theory is the need for new knowledge and experience to contradict previously held knowledge and experience [7,[11][12][13], and is often associated with strong emotional reactions [7,[14][15][16][17][18]. The learning outcome of contradiction triggers change in practitioners' knowledge, attitude and behaviour, as they re-interpret past assumptions and experiences [7], and modify personal theories [19][20][21]. A variety of moderating factors influence and help to explain why individuals experience quite different learning transitions [7,8].…”

Section: Mean Age 382 (Range 31 To 52)mentioning

confidence: 99%

Master's level study: learning transitions towards clinical expertise in physiotherapy

2011

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Background Evidence suggests that practitioners who successfully complete a UK Master's level course, accredited by the Manipulation Association of Chartered Physiotherapists (MACP), enhance their clinical practice and demonstrate attributes of clinical expertise. What remains unclear is the process by which practitioners change and enhance their practice. Greater understanding of the learning process would help to inform programme design and delivery, and enhance the quality of the educational experience and impact for practitioners. Objective To explain the learning process experienced by physiotherapists on completion of an MACP-approved Master of Science (MSc) course. Design A naturalistic inquiry was conducted using a single theory-seeking case study. Dimensional analysis was used to develop a substantive theory of the learning transition. Participants Twenty-six semi-structured interviews were carried out with 11 alumni from one MACP-approved MSc programme. Results The learning transition was from uncritical practice knowledge with routine, therapist-centred clinical practice to critical understanding of practice knowledge that enabled patient-centred practice and the capability to learn in, and from, practice. This development towards clinical expertise was primarily facilitated by critical evaluation of practice knowledge, particularly through mentorship in clinical practice. This highly challenging experience was helped by high levels of support from the mentor. The learning transition varied between participants and depended on a host of moderating factors. Conclusion This is the first documented theoretical explanation of how physiotherapists enhance their clinical practice and develop attributes of clinical expertise within an MACP-approved MSc course. This explanatory theory may be of value for educational programmes that seek to facilitate practitioners' development towards clinical expertise. This study also offers a novel model of learning transition that may be applicable to other educational settings.

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Unveiling Professional Development: A Critical Review of Stage Models

Cited by 383 publications

References 81 publications

The impact of a musculoskeletal masters course: Developing clinical expertise

The impact of a musculoskeletal masters course: Developing clinical expertise

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Master's level study: learning transitions towards clinical expertise in physiotherapy

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