Series Editors Foreword	6
	Preface	8
	Acknowledgements	10
	Contents	11
	List of Figure & Tables	15
	Part I Introduction	16
	1 Professional Learning at Work	18
	1.1 A Morning at Work	19
	1.2 Intent of This Book	20
	1.3 Research Basis	22
	1.4 Understanding Professional Learning	25
	References	29
	Part II Exploration	31
	2 Mapping the Research Terrain	32
	2.1 Exploring Professional Learning and Development	33
	2.1.1 Learning Theories	33
	2.1.2 Conceptions of Professional Knowing and Learning	34
	2.1.3 Traditional and Innovative Professional Development	35
	2.2 The Development of Professions	36
	2.3 Pathways to Professionalism	38
	2.3.1 Characteristics of a Profession	38
	2.3.2 Developing Authoritative Experts	40
	2.3.3 Defining Boundaries and Uniform Standards	41
	2.3.4 Seeking Scientific Rigour and Evidence	44
	2.3.5 Progressing Relentlessly Towards Excellence	47
	2.3.6 Managing Uncertainty and Complexity	51
	2.3.7 Valuing Possibilities of Professionalism	55
	2.4 Tracing Professional Development	56
	2.4.1 Threads of Inquiry	57
	2.4.2 Patterns of Tensions	58
	2.4.3 Professional Development Terrain	59
	2.5 Setting the Scene	60
	References	62
	3 A Phenomenological Perspective	71
	3.1 Wondering About Phenomenology	71
	3.2 Phenomenology as a Conceptual Framework	72
	3.2.1 Phenomenological Philosophy	72
	3.2.2 Phenomenological Concepts	74
	3.2.2.1 Life-World	74
	3.2.2.2 Being-in-the-World	75
	3.2.2.3 Embodied Knowing	76
	3.2.2.4 Construction of Meaning	77
	3.2.2.5 Understanding	79
	3.2.3 Philosophical Assumptions of This Research	80
	3.3 Phenomenology as a Methodological Approach	81
	3.3.1 Principles of Phenomenological Research	81
	3.3.1.1 Phenomenological Attitude	81
	3.3.1.2 Phenomenological Essence	82
	3.3.2 Empirical Phenomenology	83
	3.3.2.1 Phenomenology as a Scientific Method	84
	3.3.2.2 Phenomenology as Evocation of Lived Experience	85
	3.3.2.3 Phenomenology as Rigorous Yet Evocative	86
	3.4 Summary of Phenomenological Perspective	86
	References	87
	4 Delving into Methodology	90
	4.1 Reflexive Methodology	90
	4.2 Criteria of Quality in Research	92
	4.3 Research Design	93
	4.4 Rigour, Relevance and Reflexivity	95
	4.5 Engaging with the Participants	97
	4.6 Data Analysis	100
	4.6.1 Dwelling with the Data	101
	4.6.2 Transformation of Data	101
	4.6.2.1 First Transformation	107
	4.6.2.2 Second Transformation	107
	4.6.2.3 Final Transformation	108
	4.6.3 Developing the Structure	109
	4.6.3.1 Determining the Constituents	109
	4.6.3.2 Creating the Structure	110
	4.6.3.3 Evoking the Structure	111
	4.7 Looking Back	111
	References	112
	Part III Understanding	115
	5 Authentic Professional Learning	116
	5.1 Professional Life-World	116
	5.1.1 Professional Affiliations	116
	5.1.2 Employer Organisations	117
	5.1.3 Local Workplaces	118
	5.2 Situations Where Professionals Learn	119
	5.3 Phenomenological Structure of APL	121
	5.3.1 Overview of Authentic Professional Learning	121
	5.3.2 Learning as Change in Professional Understanding	123
	5.3.2.1 Change in Professional Understanding	124
	5.3.2.2 Learning Transitions	125
	5.3.2.3 Varying Types of Transitions	126
	5.3.2.4 Vignette: A Whole New Way of Looking at Everything	127
	5.3.3 Learning Through Engagement in Professional Practice	129
	5.3.3.1 Active Engagement in Professional Practice	129
	5.3.3.2 Caring About Practice	130
	5.3.3.3 Uncertainty in Learning	131
	5.3.3.4 Revealing the Novel	132
	5.3.3.5 Vignette: Putting the Pieces Together	133
	5.3.4 Learning Through Interconnection Over Time	134
	5.3.4.1 Circuitous and Iterative Web	134
	5.3.4.2 Imagination Draws Together	135
	5.3.4.3 Dynamic Interaction with Others	136
	5.3.4.4 Vignette: How Will I Do It Differently Next Time?	138
	5.3.5 Learning as Circumscribed Openness to Possibilities	140
	5.3.5.1 Openness to Possibilities	140
	5.3.5.2 Opportunities and Constraints of Professional Context	142
	5.3.5.3 Resolution of Tensions	145
	5.3.5.4 Vignette: The Theoretical Framework Doesn't Match Reality	146
	5.3.6 Summary of the Structure of APL	147
	5.4 Learning as Part of Being a Professional	148
	Part IV Integration	152
	6 Rhetoric Versus Reality	154
	6.1 Dealing with Dissonance	154
	6.2 Problematic Issues in APL	157
	6.2.1 Questioning Assumptions	158
	6.2.2 Engaging with Uncertainty	160
	6.2.3 Imagining Conversations	164
	6.2.4 Voicing What Is Valued	166
	6.3 Wider Context of Professional Dissonance	168
	6.3.1 Competing Life-World Discourses	169
	6.3.2 The Hidden Nature of Dissonance	171
	References	173
	7 Authenticity in Professional Life	179
	7.1 Ontological Claims	179
	7.1.1 What Does ?Being a Professional? Mean?	180
	7.1.2 Being-in-the-Professional-World	182
	7.1.3 Ontological Dimensions of Learning	183
	7.1.3.1 Understanding of Being a Professional	183
	7.1.3.2 Embodied Engagement in Practice	184
	7.1.3.3 Expressing Shared Interconnection	185
	7.1.3.4 Possibilities of Circumscribed Openness	186
	7.1.3.5 Summary of Ontological Dimensions of APL	187
	7.2 Authenticity in Professional Learning	188
	7.2.1 Mavericks and Impostors	188
	7.2.1.1 Vignette: I'm Never Sure if What I'm Learning Is the Truth	188
	7.2.1.2 Being an Authentic Professional	189
	7.2.2 Describing the Concept of Authenticity	190
	7.2.2.1 Social Construction of Self	190
	7.2.2.2 Public Professional World	191
	7.2.2.3 Being Authentic	192
	7.3 Transformation Through APL	194
	7.3.1 Change Through APL Experiences	194
	7.3.1.1 Vignette: Learning to Do What a Professional Does	194
	7.3.1.2 Way of Being a Professional	195
	7.3.2 Transformative Learning	197
	7.4 Values in Professional Life	198
	References	199
	8 Finding a Way Forward	203
	8.1 Scaffolding Authentic Professional Learning	204
	8.1.1 Awareness as a Resource	205
	8.1.2 Learning Relationships	206
	8.1.3 Challenging Support	208
	8.1.4 Critical Capability	209
	8.1.5 Intelligent Accountability	210
	8.1.6 Learning Ecologies	212
	8.2 Creating Cultural Change	214
	8.2.1 Culture of Inquiry	215
	8.2.1.1 Celebration of Practice	216
	8.2.1.2 Creative Dissent	217
	8.2.2 Reflexive Authenticity	218
	8.2.2.1 Standing Back	218
	8.2.2.2 Standing Up	219
	8.2.3 Sustainable Change	220
	8.3 Professional Learning Pathways	222
	8.3.1 Interconnected Matrix of Flexible Options	222
	8.3.2 Authentic Professional Learning Groups	223
	8.3.3 Existing Models for Supporting Learning	225
	8.3.4 Existing Resources for Supporting Learning	227
	8.4 Moving Forward	228
	References	229
	Part V Conclusion	236
	9 Making a Difference	238
	9.1 Revisiting the Research	239
	9.1.1 Exploration of the Field	239
	9.1.2 Key Findings of the Research	240
	9.1.3 Continuation of Traditional PD	242
	9.1.4 Finding What I Was Looking for	244
	9.2 Philosophy and Practice	245
	9.2.1 Contributions of Phenomenological Philosophy	245
	9.2.2 What Matters in Professional and Public Life?	247
	9.3 Making a Difference by Supporting APL	249
	9.3.1 Making a Difference at Work	249
	9.3.2 Making a Difference Beyond Work	251
	9.4 Understanding Authentic Professional Learning	252
	9.5 Reflections on the Day	254
	9.5.1 In the Car	254
	9.5.2 At Lunch Time	255
	9.5.3 In the Car	256
	References	256
	Index	259