Kinchington, Francia (2009) Pushing back the boundaries: the case for advanced professional development. The International Journal of Learning, 16 (10). pp. 343-353. ISSN 1447-9494 (Print), 1447-9540 (Online)

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Abstract

The advanced professional development of experienced educationalists is seen as an entitlement that is critical in an evolving knowledge-based society. It is proposed that the best professional development is underpinned by the principles of the educator as a ‘reflective practitioner’ and as a ‘creator of knowledge’, enabling the evolution from novice to expert practitioner and demonstrating institutional impact. Contribution to the evidence-base of the profession through empirical research is seen as an essential part of advanced professional development, however because of poor dissemination, this research remains an underused resource.

Item Type:	Article
Uncontrolled Keywords:	advanced professional development, transformational learning, evidence-based research, educationalists, institutional impact, reflective practitioner
Subjects:	L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences
Related URLs:	Publisher Publisher Organisation
Last Modified:	14 Oct 2016 09:08
URI:	http://gala.gre.ac.uk/id/eprint/3325

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