Becoming As an Appropriate Metaphor for Understanding Professional Learning

Hager, P; Hodkinson, P

Becoming As an Appropriate Metaphor for Understanding Professional Learning

Hager, P Hodkinson, P

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Becoming a Professional: an Interdisciplinary Analysis of Professional Learning, 2011, 1, pp. 33 - 56
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Hager, P	en_US
dc.contributor.author	Hodkinson, P	en_US
dc.contributor.editor	Scanlon, L	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	Becoming a Professional: an Interdisciplinary Analysis of Professional Learning, 2011, 1, pp. 33 - 56	en_US
dc.identifier.isbn	978-94-007-1377-2	en_US
dc.identifier.uri	http://hdl.handle.net/10453/17795
dc.description.abstract	Accepting that human understanding of learning inevitably employs metaphor, this chapter argues that the idea of professional learning is most fruitfully illuminated by employing the metaphor of becoming. The argument has two strands. Firstly, we show that becoming enjoys significant advantages over common alternative metaphors, such as, acquisition and transfer, participation and construction, which are still favoured by various policy makers and industry bodies. Secondly, we outline and discuss several examples of profession learning, derived from various research projects, to illustrate the value of the becoming metaphor for analysing and enhancing professional learning.	en_US
dc.publisher	Springer	en_US
dc.relation.ispartof	Becoming a Professional: an Interdisciplinary Analysis of Professional Learning	en_US
dc.relation.isbasedon	10.1007/978-94-007-1378-9_2	en_US
dc.title	Becoming As an Appropriate Metaphor for Understanding Professional Learning	en_US
dc.type	Chapter
utslib.location	The Netherlands	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	The Netherlands	en_US

Abstract:

Accepting that human understanding of learning inevitably employs metaphor, this chapter argues that the idea of professional learning is most fruitfully illuminated by employing the metaphor of becoming. The argument has two strands. Firstly, we show that becoming enjoys significant advantages over common alternative metaphors, such as, acquisition and transfer, participation and construction, which are still favoured by various policy makers and industry bodies. Secondly, we outline and discuss several examples of profession learning, derived from various research projects, to illustrate the value of the becoming metaphor for analysing and enhancing professional learning.

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http://hdl.handle.net/10453/17795