From Expert Student to Novice Professional
2011 (English)Book (Refereed)
Students entering higher education expect that their studies should lead them towards some form of professional career. They come to university wilh a range of ecpectations for their learning as well as for the outcomes of their learning. In this age. when complex internationalised professions are the main soure of work for graduales, sludents need to prepare themselves for a future that can be volatile, changeable and challenging. Our overall aim in this book is to show how students navigate their way through learning and become effective students and how they shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. In this sense. we explore how poople move from being expert sludents tio novice professionals starting to establish themslves in a profession. When a person is an expert at somelhing they are usually able to demonstrate an excellent skill or understanding. whilst a novice is usually a relative newcomer to an arca who will undertake some sort of probation (articulated or not) before he or she can be fully embraced by the particular area. We look at how students become pre-professional experts. in the sense that they hold and demonstrate professional knowledge and disposilion, and reel a personal interest and engagement with a specific discipline area that leads them into professional practice. However. when these expert students finally make the transition to working life their profcssional expertise is subsumed as they take en a novice role in the work place. So. we consider how students make this transition from e xpert to novice and perhaps back again.
To support the ideas presented in this book. We will utilise a decade of research undertaken in countries halfa world away from each other - Sweden and Australiaand use the combined outcomes to present a model ofprofessional leaming. Rather than building our theory out of our own common experience. we use empirical research gnthered from students and leachers to show how student, negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. As students move from seeing themselves as learners, they take on more of a novice professional identity. which, in turn, provides a stronger motivation for their fonnal studies.
Place, publisher, year, edition, pages
Dordrecht: Springer , 2011. , 151 p.
, Professional Learning and Dvelopment in Schools and Higher Education, 5
IdentifiersURN: urn:nbn:se:liu:diva-66493DOI: 10.1007/978-94-007-0250-9ISBN: 978-94-007-0249-3ISBN: 978-94-007-0250-9OAI: oai:DiVA.org:liu-66493DiVA: diva2:404620