Book chapter 2011

Becoming As an Appropriate Metaphor for Understanding Professional Learning

HP
Hager, Paul J.
 HP
Hodkinson, Phil
Lifelong Learning Book Series
Journal · Vol. 16 · pp. 33-56
Abstract

Accepting that human understanding of learning inevitably employs metaphor, this chapter argues that the idea of professional learning is most fruitfully illuminated by employing the metaphor of becoming. The argument has two strands. Firstly, we show that becoming enjoys significant advantages over common alternative metaphors, such as, acquisition and transfer, participation and construction, which are still favoured by various policy makers and industry bodies. Secondly, we outline and discuss several examples of profession learning, derived from various research projects, to illustrate the value of the becoming metaphor for analysing and enhancing professional learning. © Springer Science+Business Media B.V. 2011.

Keywords

Author Keywords

lifelong learning Professional Development Professional learning Learning culture Comprehensive school

Index Keywords

Author Affiliations
Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, NSW, Australia
University of Leeds, Leeds, West Yorkshire, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
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9 Guile, David John, Beyond the institution of apprenticeship: Towards a social theory of learning as the production of knowledge, Apprenticeship: Towards a New Paradigm of Learning, pp. 111-128, (2014)
10 Voices of Philosophy of Education Proceedings of the 9th Biennial Conference of the International Network of Philosophers of Education, (2004)
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