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Unveiling Professional Development: A Critical Review of Stage Models
Abstract
In research across professions, the development of professional skill traditionally was seen as a process of accumulation of knowledge and skills, promoted by practical experience. More recently, this view has been modified to incorporate skillful know-how that is progressively acquired by passing through developmental stages, such as novice, competent, and expert. The authors of this article critically review contemporary stage models that are typically applied across professions. Their principal critique is that a focus on stages veils or conceals more fundamental aspects of professional skill development. On the basis of their critique, the authors propose an alternative model that builds on the strengths of previous models while seeking to overcome their main limitations. Finally, the authors outline the implications of their alternative model for professional education, workplace practices, and research on professional development.
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Cites
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Shepard, L. A. (2000) · Educational Researcher · doi:10.3102/0013189x029007004 · Cited by 2,161 · cited 1×
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BackgroundKnowing-In-Action: The New Scholarship Requires a New Epistemology
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Cited by
Reframing Professional Development Through Understanding Authentic Professional Learning
Webster-Wright, A. (2009) · Review of Educational Research · doi:10.3102/0034654308330970 · Cited by 1,174
Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education
Lucas, T., & Villegas, A. M. (2013) · Theory Into Practice · doi:10.1080/00405841.2013.770327 · Cited by 583
Professional development in early childhood programs: Process issues and research needs
Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009) · Early Education and Development · doi:10.1080/10409280802582795 · Cited by 537
Quality in Interpretive Engineering Education Research: Reflections on an Example Study
Walther, J., Sochacka, N. W., & Kellam, N. N. (2013) · Journal of Engineering Education · doi:10.1002/jee.20029 · Cited by 458
Surr, C. A., Gates, C., Irving, D., Oyebode, J., Smith, S. J., Parveen, S., Drury, M., & Dennison, A. (2017) · Review of Educational Research · doi:10.3102/0034654317723305 · Cited by 327
Metadata
- Authors
- Dall’Alba, G., & Sandberg, J.
- Venue
- Review of Educational Research
- Published
- 2006-09
- Volume
- 76
- Issue
- 3
- Pages
- 383-412
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2136043480
- Cited by
- 550
- References
- 8
- FWCI
- 54.56
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
