The body matters, in practice. How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notion of the professional practitioner as crucially embodied? Beyond that, what of conceiving of the professional practice field itself as a living corporate body? How is the body implicated in understanding and researching professional practice, learning and education? Body/Practice is an extensive volume dedicated to exploring these and related questions, philosophically and empirically. It constitutes a rare but much needed reframing of scholarship relating to professional practice and its relation with professional learning and professional education more generally. It takes bodies seriously, developing theoretical frameworks, offering detailed analyses from empirical studies, and opening up questions of representation. The book is organized into four parts: I. ‘Introducing the Body in Professional Practice, Learning and Education’; II. ‘Thinking with the Body in Professional Practice’; III. ‘The Body in Question in Health Professional Education and Practice’; IV. ‘Concluding Reflections’. It brings together researchers from a range of disciplinary and professional practice fields, including particular reference to Health and Education. Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond.
The ontology is based on enactment or performance: reality is produced, or emerges, through relationships established in practices. Thus Mulcahy, writing from an actor-network theory perspective, states 'reality does not precede ...
The Taoist pedagogy of pathmarks: Critical reflections upon Heidegger, Lao Tzu, and Dewey. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-01605-0 Zhao, S. (2004). Consociated contemporaries as an emergent realm of the lifeworld: ...
Describes a framework for teaching based on the PRAXIS III criteria which identifies those aspects of a teacher's responsibilities that promote improved student learning; exploring twenty-two components, grouped into the four domains of ...
This is especially needed in a context otherwise increasingly organised by neoliberalism, economic rationality, anxious managerialism, and what some see as a general drive towards de-professionalisation and new nuances and intensities of ...
... nursing argue that their specialised knowledges must be progressively developed by nurses and doctors, first in vacuo, then as applied 'by doing' over time, that appear to override the in situ learning potential of everyday practice ...
"Recent legislation has signalled the government's determination to redefine the role of teachers: their status, autonomy and professional knowledge are under review." "This challenging book addresses these important topical issues...
About this book This volume aims to answer these questions: What is the nature of praxis? In what ways can a deeper understanding of praxis inform and guide the actions of educators? To what extent do the conditions of educational ...
In K. Mahon, S. Francisco, & S. Kemmis (Eds.), Exploring education and professional practice – Through the lens of practice architectures (pp. 1–30). Singapore: Springer Education. Major, E. (2006, September/October).
To improve, they need to change their behavior—start doing what they're not doing—before they can sharpen their professional judgment. Because this is a relatively simple change to make, it can happen quickly. It's important not to get ...
This book engages with current debates and presents a new model - critical professional development - involving several new concepts which are mapped clearly to practice and covering the necessary techniques and approaches.