Professional Responsibility and Professionalism

Author: Tara Fenwick
Publisher: Routledge
ISBN: 1317611896
Format: PDF, ePub
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Responsibility and professionalism are increasingly issues of concern for professional associations, employers and educators alike. When bad things happen, professionals are often held personally accountable for complex situations. Professional Responsibility and Professionalism advances our approaches to professional responsibility from individual-centred, virtue-based prescriptions towards understanding and responding effectively to the multifaceted challenges encountered today by professionals working in dynamic complexity. The author applies a sociomaterial examination to specific examples drawn from different professional contexts of practice. She examines important implications for what professional responsibility and accountability might mean individually and collectively, and what it might be becoming when demands increasingly conflict, and when we accept that capacities for action are performed into existence in emergent and precarious webs of both human and non-human forces. The chapters explore some of the most prominent questions in professional responsibility, including: What does professional responsibility, and accountability, mean in the escalating complexities and conflicts confronting today’s professionals? How does professional responsibility become developed and enacted, and through what social and material entanglements? How should responsibility be determined in multi-agency and interprofessional practice? What happens when professional decisions are delegated to software algorithms and diagnostic instruments? How are new governing regimes of professional work, such as innovation imperatives, excessive audit and logics of blame and scapegoating, reconfiguring responsibility? How can professionals respond simultaneously to individuals in need, the obligations of their profession, the demands of their employer and an anxious society? A major concern addressed by each chapter, and the book as a whole, is educating professionals in and for responsibility. Specific dilemmas and strategies are offered for educators in universities, workplaces and professional development contexts who seek new approaches to helping professionals learn to critically understand and practise responsibility today. This book will appeal to a wide audience of education researchers and post-graduate students studying professional practice, professionalism and education across a wide range of disciplines. Health professionals, professionals working in private practices, such as law, architecture and engineering, newer professions such as social work and policing, and educational professionals at all levels will find stories and strategies reflecting key issues of their practice in this detailed exploration of professional responsibility and accountability.

Theorising Learning to Teach in Higher Education

Author: Brenda Leibowitz
Publisher: Taylor & Francis
ISBN: 1317195736
Format: PDF, Kindle
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Theorising Learning to Teach in Higher Education provides both lecturers embarking on a career in higher education and established members of staff with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and sociomaterial approaches, which are divided into four sections: Sociomaterialism Practice theories Critical and social realism Crossover perspectives. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia. Both challenging and enlightening, this book argues the need for theory in order to advance scholarship in the field and achieve goals related to social justice in higher education systems across the world. It draws attention to newly emerging theoretical perspectives and relatively underused perspectives to demonstrate the need for theory in relation to learning to teach. This book will appeal to academics interested in how they come to learn to teach, to administrators and academic developers responsible for professional development strategies at universities and masters and PhD level students researching professional development in higher education.

Digitalit t und Selbst

Author: Heidrun Allert
Publisher: transcript Verlag
ISBN: 3839439450
Format: PDF, Mobi
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Fragen der Subjektivierung, des Sozialen, der Unbestimmtheit und des Ontologischen gewinnen im Angesicht der Digitalisierung und Algorithmisierung der Gesellschaft an Relevanz. In diesem interdisziplinär angelegten Sammelband werden zum einen die Verstrickungen von Mensch, digitaler Technik und Gesellschaft im Rahmen von Prozessen des Lernens und der (Selbst-)Bildung rekonstruiert. Die Beiträge zeigen zum anderen theoretische Zugänge auf, die es ermöglichen, Eigensinn, Widerständigkeit und kreatives Andershandeln innerhalb der relationalen Verstrickungen zu verorten und damit neue Zugänge für das Verständnis von Bildung und Subjektivierung in einer digitalen Kultur zu eröffnen.

The New Democratic Professional in Education

Author: Gary L. Anderson
Publisher: Teachers College Press
ISBN: 0807759422
Format: PDF, Kindle
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This accessible book examines two waves of business influence that created models of schooling that are out of touch with the experiences of students, the professional expertise of teachers, and the needs and interests of local communities. The book also describes the forms of resistance that are currently emerging to fight for the democratic mission of a public education.

Responsibilisation at the Margins of Welfare Services

Author: Kirsi Juhila
Publisher: Routledge
ISBN: 1317401115
Format: PDF, Docs
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The impetus for this book is the shift in welfare policy in Western Europe from state responsibilities to individual and community responsibilities. The book examines the ways in which policies associated with advanced liberalism and New Public Management can be identified as influencing professional practices to promote personalisation, participation, empowerment, recovery and resilience. In examining the concept of ‘responsibilisation’ from the point of view of both the ‘responsibilised client and welfare worker’, the book breaks from the traditional literature to demonstrate how responsibilities are negotiated during multi-professional care planning meetings, home visits, staff meetings, focus groups and interviews with different stakeholders. The settings examined in the book can be described as on the ‘margins of welfare’ - mental health, substance abuse, homelessness services and probation work, where the rights and responsibilities of clients and workers are uncertain and constantly under review. Each chapter approaches the management of responsibilities from a particular angle by combining responsibilisation theory and discourse analysis to examine everyday encounters. Taken together, the chapters paint a comprehensive picture of the responsibilisation practices at the margins of welfare services and provide an extensive discussion of the implications for policy and practice. Drawing upon both the governmentality literature and everyday encounters, the book provides a broad approach to a key topic. It will therefore be a valuable resource for social policy, public administration, social work and human service researchers and students, and social and health care professionals.

Revisiting Actor Network Theory in Education

Author: Tara Fenwick
Publisher:
ISBN: 9781138078703
Format: PDF, Mobi
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Actor-network theory (ANT) is enjoying a notable surge of interest in educational research. New directions and questions are emerging along with new empirical approaches, as educators bring unique sensibilities and commitments to the ongoing debates and reconfigurations that characterise ANT-inspired research. Ethics and politics are now figuring more prominently in ANT-related educational publications, as are educational policy and the critical studies of assessment practices. Research on digital technology in education has also attracted critical exploration with ANT approaches. This book gathers together articles that address important educational issues while showing creative theoretical and methodological possibilities for ANT studies in education. This book aims to locate these contributions within broader trajectories of inquiry in education and sociomaterial approaches considered worthy of attention, given the challenges facing educators today. It also raises critical questions about what appear to be certain oversights or less helpful ideas in what is emerging in the field.

Professionalisierung im Nonprofit Management

Author: Andreas Langer
Publisher: Springer-Verlag
ISBN: 3531926640
Format: PDF, ePub, Docs
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Der Band betrachtet Nonprofit Management unter einem professionstheoretischen Blickwinkel. Ökonomisierungsdruck und erhöhte Koordinationsanforderungen im sozialen Dienstleistungssektor führen zu einem Bedeutungszuwachs von Management im Nonprofit Sektor. Dieser interdisziplinäre Band diskutiert empirische Erträge und konzeptionelle Überlegungen zur Professionalisierung des Nonprofit Managements: Welche Formen des ‚professionellen’ Managements zeichnen sich im Nonprofit Sektor bereits ab? Welche Kompetenzen haben und brauchen Führungs- und Leitungskräfte im Nonprofit-Sektor, um die gegenwärtigen und zukünftigen Herausforderungen meistern zu können? Muss Professionalisierung von Nonprofit-Management als ständiger Anpassungsprozess an der Schnittstelle von Organisationsentwicklung, Innovation und wertorientierter Bedarfsanpassung rekonstruiert werden?

Lehrerhandeln zwischen Neuer Steuerung und Fallarbeit

Author: Corrie Thiel
Publisher: Springer-Verlag
ISBN: 3658231602
Format: PDF, ePub, Mobi
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Corrie Thiel nimmt die bildungspolitischen Versuche „Neuer“ oder auch „datengetriebener Steuerung“ schulischer Praxis aus der Perspektive strukturtheoretischer Professionstheorie in den Blick. Sie zeigt auf Basis einer theoretischen Auseinandersetzung mit den Modellen der Inputsteuerung und Neuer Steuerung auf, inwiefern die Einführung Neuer Steuerung die Deprofessionalisierung schulischer Praxis impliziert. Hieran anschließend präsentiert die Autorin Ergebnisse einer empirischen Studie, in der sie den Umgang von Lehrkräften unter der Fragestellung untersuchte, inwieweit sich die zuvor herausgearbeiteten Deprofessionalisierungspotentiale in der schulischen Praxis entfalten.