Unveiling professional development: A critical review of stage models

Review of Educational Research

Volumn 76, Issue 3, 2006, Pages 383-412

  Dall'Alba, Gloria ^a   Sandberg, Jörgen ^b  

^a UNIVERSITY OF QUEENSLAND   (Australia)

^b UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

Development model; Professional development; Professional skill; Stage model

Indexed keywords

EID: 33749556758     PISSN: 00346543     EISSN: None     Source Type: Journal    
DOI: 10.3102/00346543076003383     Document Type: Review

References (117)

1. Albert, S., & Bradley, K. (1997). Managing knowledge: Experts, agencies and organizations. Cambridge, UK: Cambridge University Press.
2. Alvesson, M. (1993). Organizations as rhetoric: Knowledge-intensive firms and the struggle with ambiguity. Journal of Management Studies, 6, 997-1016.
3. Alvesson, M. (2004). Knowledge work and knowledge-intensive firms. Oxford, UK: Oxford University Press.
4. Argyris, C., & Schön, D. (1978). Organizational learning. Reading, MA: Addison-Wesley.
5. Atkinson, P. (1988). Ethnomethodology: A critical review. In W. R. Scott (Ed.), Annual review of sociology, 14 (pp. 441-465). Palo Alto, CA: Annual Reviews.
6. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
7. Barley, S. R. (1996). Technicians in the workplace: Ethnographic evidence for bringing work into organization studies. Administrative Science Quarterly, 41, 404-441.
8. Bell, M. (1997). The development of expertise. Journal of Physical Education, Recreation and Dance, 68, 34-39.
9. Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. San Francisco: Addison-Wesley.
10. Benner, P., Tanner, C. A., & Chesla, C. A. (1996). Expertise in nursing practice: Caring, clinical judgment, and ethics. New York: Springer.
11. Berliner, D. (1994). Expertise: The wonder of exemplary performances. In J. Mangieri & C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 161-186). Fort Worth, TX: Harcourt Brace College.
12. Billett, S. (2001). Knowing in practice: Reconceptualising vocational expertise. Learning and Instruction, 11, 431-452.
13. Blackler, F. (1993). Knowledge, knowledge work and organizations: An overview and interpretation. Organization, 7, 277-300.
14. Blackler, F. (1995). Knowledge and the theory of organizations: Organizations as activity systems and reframing of management. Journal of Management Studies, 30, 863-884.
15. Blackler, F., & Crump, N. (2000). Organizing processes in complex activity network. Organization, 7, 277-300.
16. Borko, H., Davinroy, K. H., Bliem, C. L., & Cumbo, K. B. (2000). Exploring and supporting teacher change: Two third-grade teachers' experiences in a mathematics and literacy staff development project. Elementary School Journal, 100, 273-306.
17. Borko, H., Mayfield, V., Marion, S., Flexer, R., & Cumbo, K., (1997). Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education, 13, 259-278.
18. Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Simon & Schuster Macmillan.
19. Boud, D., & Feletti, G. (1991). The challenge of problem based learning. London: Kogan Page.
20. Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
21. Brown, S., & Glasner, A. (Eds.). (1999). Assessment matters in higher education: Choosing and using diverse approaches. Buckingham, UK: SRHE & Open University Press.
22. Campbell, R. L., Brown, N. R., & DiBello, L. A. (1992). The programmer's burden: Developing expertise in programming. In R. R. Hoffman (Ed.), The psychology of expertise: Cognitive research and empirical AI (pp. 269-294). New York: Springer-Verlag.
23. Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. (1988). Expert-novice differences in perceiving and processing visual classroom information. Journal of Teacher Education, 39, 25-31.
24. Castells, M. (1996). The rise of the network society. Oxford, UK: Blackwell.
25. Chaiklin, S., & Lave, J. (1993). Understanding practice: Perspectives on activity and context. Cambridge, UK: Cambridge University Press.
26. Chi, M., Feltovich, P., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
27. Chmiel, R., & Loui, M. C. (2004). Debugging: From novice to expert. Paper presented at the 35th Symposium on Computer Science Education, Norfolk, Virginia.
28. Cole, M. (1996). Cultural psychology: A once and a future discipline. Cambridge, MA: Harvard University Press.
29. Cook, S. N., & Yanow, D. (1993). Culture and organizational learning. Journal of Management Inquiry, 2, 373-390.
30. Dall'Alba, G. (1993). The role of teaching in higher education: Enabling students to enter a field of study and practice. Learning and Instruction, 3, 299-313.
31. Dall'Alba, G. (1998). Medical practice as characterised by beginning medical students. Advances in Health Sciences Education, 3, 101-118.
32. Dall'Alba, G. (2002). Understanding medical practice: Different outcomes of a pre-medical program. Advances in Health Sciences Education, 7, 163-177.
33. Dall'Alba G. (2004). Understanding professional practice: Investigations before and after an educational program. Studies in Higher Education, 29, 679-692.
34. Dall'Alba, G. (2005). Improving teaching: Enhancing ways of being university teachers. Higher Education Research and Development, 24, 361-372.
35. Dall'Alba G. (2006). Learning to be a professional: A critical perspective. Manuscript in preparation.
36. Dall'Alba, G., & Barnacle, R. (2005). Embodied knowing in online environments. Educational Philosophy and Theory, 37, 719-744.
37. Dall'Alba, G., & Sandberg, J. (1996). Educating for competence in professional practice. Instructional Science, 24, 411-437.
38. Davies, B. (2003). Death to critique and dissent? The policies and practices of new managerialism and of "evidence-based practice." Gender and Education, 15, 91-103.
39. Dewey, J. (1938). Experience and education. New York: Collier Books.
40. Dewey, J. (1958). Art as experience. New York: Capricorn Books. (Original work published 1934)
41. Dreyfus, H. L. (2002). A phenomenology of skill acquisition as the basis for a Merleau-Pontian non-representationalist cognitive science. Unpublished manuscript, University of California, Berkeley, Department of Philosophy.
42. Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press.
43. Engeström, Y., & Middleton, D. (Eds.). (1996). Cognition and communication at work. Cambridge, UK: Cambridge University Press.
44. Engeström, Y., & Miettinen, R. (1999). Introduction. In Y. Engeström, R. Miettinen, & R. Punamaki (Eds.), Perspectives on activity theory (pp. 1-16). Cambridge, UK: Cambridge University Press.
45. Ericsson, K. A. (1996). The acquisition of expert performance: An introduction to some of the issues. In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 1-50). Mahwah, NJ: Lawrence Erlbaum.
46. Ericsson, K. A., & Smith, J. (1991). Toward a general theory of expertise: Prospects and limits. New York: Cambridge University Press.
47. Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. B. Murray (Ed.), The teacher educator's handbook (pp. 63-91 ). San Francisco: Jossey-Bass.
48. Fielding, N. G. (1988a). Competence and culture in the police. Sociology, 22, 45-64.
49. Fielding, N. G. (1988b). Joining forces: Police training, socialization, and occupational competence. London: Routledge.
50. Freidson, E. (2001). Professionalism: The third logic. Oxford, UK: Polity Press.
51. Garfinkel, H. (Ed.). (1986). Ethnomethodological studies of work. London: Routledge.
52. Gergen, K. J. (1985). The social constructionist movement in modern psychology. The American Psychologist, 40, 266-275.
53. Gherardi, S. (2000). Practice-based theorizing on learning and knowing in organizations. Organization, 7, 211-223.
54. Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Cambridge, UK: Polity Press.
55. Giddens, A. (1993). New rules of sociological method: A positive critique of interpretative sociologies. Cambridge, UK: Polity Press.
56. Gilpin, R. (2000). The challenge of global capitalism: The world economy in the 21st century. New Jersey: Princeton University Press.
57. Greenwood, R., & Hinings, C. R. (1996). Understanding radical organizational change: Bringing together the old and new institutionalism. Academy of Management Review, 21, 1022-1054.
58. Hargreaves, A., & Fullan, M. G. (1992). Introduction. In A. Hargreaves & M. Fullan (Eds.), Understanding teacher development (pp. 1-19). New York: Teachers College Press.
59. Heidegger, M. (1962). Being and time. London: SCM Press. (Original work published 1927)
60. Hoffman, R. R. (Ed.). (1992). The psychology of expertise: Cognitive research and empirical AI. New York: Springer-Verlag.
61. Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91, 31-57.
62. Hunt, D. (1976). Teachers' adaptation: "Reading" and "flexing" to students. Journal of Teacher Education, 27, 268-275.
63. Hunt, D. (1987). Beginning with ourselves. Toronto: OISE Press.
64. Kesternbaum, V. (1977). The phenomenological sense of John Dewey: Habit and meaning. Atlantic Highlands, NJ: Humanities Press.
65. Kusterer, K. C. (1978). Know-how on the job: The important working knowledge of "unskilled" workers. Boulder, CO: Westview.
66. Kvale, S. (1989). To validate is to question. In S. Kvale (Ed.), Issues of validity in qualitative research (pp. 73-91). Lund, Sweden: Studentlitteratur.
67. Lave, J. (1993). The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3-32). Cambridge, UK: Cambridge University Press.
68. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
69. Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129-151.
70. Livingston, C., & Borko, H. (1989). Expert-novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40, 36-42.
71. Livingston, E. (1987). Making sense of ethnomethodology. London: Routledge & Kegan Paul.
72. Margolis, J. (1998). Dewey in dialogue with continental philosophy. In L. A. Hickman (Ed.), Reading Dewey: Interpretations for a postmodern generation (pp. 231-256). Bloomington: Indiana University Press.
73. Marton, F., Dall'Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277-300.
74. McDermott, R. P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 269-305). Cambridge, UK: Cambridge University Press.
75. McDowell, L. (1995). The impact of innovative assessment on student learning. Innovations in Education and Training International, 32(4), 302-313.
76. McWilliam, E. (2002). Against professional development. Educational Philosophy and Theory, 34, 289-299.
77. Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge & Kegan Paul. (Original work published in 1945)
78. Mol, A. (2002). The body multiple: Ontology in medical practice. Durham, NC: Duke University Press.
79. Neef, D. (1998). The knowledge economy. Boston: Butterworth-Heinemann.
80. Newble, D., & Jaeger, K. (1983). The effects of assessments and examinations on the learning of medical students. Medical Education, 17, 165-171.
81. Ollis, S., Macpherson, A., & Collins, D. (2006). Expertise and talent development in rugby refereeing: An ethnographic enquiry. Journal of Sport Sciences, 24, 309-322.
82. Perrone, V. (2004). Librarians and the nature of expertise. Retrieved March 6, 2006, from http://eprints.rclis.org/archive/00003909/01/perrone.pdf
83. Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
84. Rolf, B., Ekstedt, E., & Barnett, R. (1993). Kvalitet och kunskapsprocess i högre utbildning [Quality and knowledge process in higher education]. Nora, Sweden: Nya Doxa.
85. Rubin, J. (1996). Impediments to the development of clinical knowledge and ethical judgment in critical care nursing [Guest chapter]. In P. Benner, C. A. Tanner, & C. A. Chesla, Expertise in nursing practice: Caring, clinical judgment, and ethics (pp. 170-192). New York: Springer.
86. Ryan, M., Fook, J., & Hawkins, L. (1995). From beginner to graduate social worker: Preliminary findings of an Australian longitudinal study. British Journal of Social Work, 25, 17-35.
87. Sandberg, J. (1994). Human competence at work: An interpretative approach. Göteborg, Sweden: Bas.
88. Sandberg, J. (2000). Understanding human competence at work: An interpretative approach. Academy of Management Journal, 43, 9-25.
89. Sandberg, J. (2001). Understanding the basis for competence development. In C. Velde (Ed.), International perspectives on competence in the workplace (pp. 9-26). Dordrecht, The Netherlands: Kluwer.
90. Sandberg, J. (2005). How do we justify knowledge produced within interpretive approaches? Organizational Research Methods, 8, 41-68.
91. Sandberg, J., & Dall'Alba, G. (2006). Re-framing competence development at work. In R. Gerber, G. Castleton & H. Pillay (Eds.), Improving workplace learning: Emerging international perspectives. New York: Nova Publishers.
92. Sandberg, J., & Pinnington, A. (2006). Competence in professional practice: An ontological framework. Manuscript in preparation.
93. Sandberg, J., & Targama, A. (in press). Managing understanding in organizations. London: Sage.
94. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
95. Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
96. Schön, D. A. (1995). The new scholarship requires a new epistemology. Change, 27, 27-34.
97. Seely Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
98. Seely Brown, J., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning and innovation. Organizational Science, 2, 40-57.
99. Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
100. Simon, H. (1979). Models of thought. New Haven, CT: Yale University Press.
101. Stålsby Lundborg, C., Wahlström, R., & Dall'Alba, G. (1999). Ways of experiencing asthma management: Variations among general practitioners in Sweden. Scandinavian Journal of Primary Health Care, 17, 226-231.
102. Starbuck, W. (1992). Learning by knowledge-intensive firms. Journal of Management Studies, 6, 537-554.
103. Sternberg, R. J., & Ben-Zeev, T. (2001). Complex cognition: The psychology of human thought. New York: Oxford University Press.
104. Sternberg, R. J., Forsythe G. B., Hedlund, J., Horvath, A. J., Wagner, R. K., Williams, W. M., Snook, S. A., & Grigorenko, E. L. (2000). Practical intelligence in everyday life. New York: Cambridge University Press.
105. Taylor, F. W. (1911). The principles of scientific management. New York: Harper.
106. Tsoukas, H. (1996). The firm as a distributed knowledge system: A constructionistic approach. Strategic Management Journal, 17, 11-25.
107. Tsoukas, H., & Vladimirou, E. (2001). What is organizational knowledge? Journal of Management Studies, 38, 973-993.
108. Tyre, M. J., & Von Hippel, E. (1997). The situated nature of adaptive learning in organizations. Organizational Science, 1, 71-83.
109. Veres J. G., III, Locklear, T. S., & Sims, R. R. (1990). Job analysis in practice: A brief review of the role of job analysis in human resource management. In G. R. Ferris, K. M. Rowland, & R. M. Buckley (Eds.), Human resource management: Perspectives and issues (pp. 79-103). Boston: Allyn & Bacon.
110. Watson, T. (1994). In search of management. London: Thomson.
111. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
112. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
113. Winograd, T., & Flores, F. (1986). Understanding computers and cognition: A new foundation for design. Norwood, NJ: Ablex.
114. Winter, R., & Maisch, M. (1996). Professional competence and higher education: The ASSET programme. London: Falmer Press.
115. Worthy, C. (1996). Clinical ladders: Can we afford them? Nursing Management, 27, 33-34.
116. Yanow, D. (2003). Seeing organizational learning: A "cultural" view. In D. Nicolini, S. Gherardi, & D. Yanow (Eds.), Knowing in organizations: A practice-based approach (pp. 32-52). Armonk, NY: M. E. Sharpe.
117. Yukl, G. (1994). Leadership in organizations. Englewood Cliffs, NJ: Prentice Hall.