1,605
Views
185
CrossRef citations to date
0
Altmetric
SPECIAL ISSUE
Phenomenology and Education

Learning Professional Ways of Being: Ambiguities of becoming

Pages 34-45 | Published online: 09 Jan 2013

References

  • Barnacle , R. 2005 . Research Education Ontologies: Exploring doctoral becoming . Higher Education Research and Development , 24 : 179 – 188 .
  • Barnett , R. 1997 . Higher Education: A critical business SRHE & Open University Press .
  • Barnett , R. 2004 . Learning for an Unknown Future . Higher Education Research and Development , 23 : 247 – 260 .
  • Barnett , R. 2005 . Recapturing the Universal in the University . Educational Philosophy and Theory , 37 : 785 – 797 .
  • Benner , P. 1984 . From Novice to Expert: Excellence and power in clinical nursing practice Addison‐Wesley .
  • Bonnett , M. 2002 . “ Education as a Form of the Poetic: A Heideggerian approach to learning and the teacher‐pupil relationship ” . In Heidegger, Education and Modernity Edited by: Peters , M. A. 229 – 243 . Rowman & Littlefield .
  • Dall’Alba , G. 2004 . Understanding Professional Practice: Investigations before and after an educational programme . Studies in Higher Education , 29 : 679 – 692 .
  • Dall’Alba , G. 2005 . Improving Teaching: Enhancing ways of being university teachers . Higher Education Research and Development , 24 : 361 – 372 .
  • Dall’Alba , G. Learning to be Professionals ,
  • Dall’Alba , G. and Barnacle , R. 2005 . Embodied Knowing in Online Environments . Educational Philosophy and Theory , 37 : 719 – 744 .
  • Dall’Alba , G. and Barnacle , R. 2007 . An Ontological Turn for Higher Education . Studies in Higher Education , : 679 – 691 .
  • Dall’Alba , G. and Sandberg , J. 2006 . Unveiling Professional Development: A critical review of stage models . Review of Educational Research , 76 : 383 – 412 .
  • 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 .
  • Davies , B. 2005 . The (Im)possibility of Intellectual Work in Neoliberal Regimes . Discourse: Studies in the Cultural Politics of Education , 26 : 1 – 14 .
  • De Ruyter , D. and Conroy , J. 2002 . The Formation of Identity: The importance of ideals . Oxford Review of Education , 28 : 509 – 522 .
  • Dreyfus , H. L. and Dreyfus , S. E. 1986 . Mind over Machine: The power of human intuition and expertise in the era of the computer Free Press .
  • Gray , J. G. 1968 . “ Introduction ” . In What is Called Thinking? Edited by: Heidegger , M. Harper & Row .
  • Grosz , E. 1994 . Volatile Bodies: Toward a corporeal feminism NSW, Allen & Unwin .
  • Grosz , E. 2004 . The Nick of Time: Politics, evolution and the untimely NSW, Allen & Unwin .
  • Heidegger , M. 1962 . Being and Time Edited by: Macquarrie , J. SCM Press.) .
  • Heidegger , M. 1998 . “ Plato's Doctrine of Truth ” . In Pathmarks Edited by: Sheehan , T. 155 – 182 . Cambridge University Press .
  • Merleau‐Ponty , M. 1962 . Phenomenology of Perception Routledge & Kegan Paul .
  • Thomson , I. 2001 . Heidegger on Ontological Education, or: How we become what we are . Inquiry , 44 : 243 – 268 .
  • Thomson , I. 2004 . Heidegger's Perfectionist Philosophy of Education in Being and Time . Continental Philosophy Review , 37 : 439 – 467 .
  • Webster‐Wright , A. 2006 . Understanding Continuing Professional Learning University of Queensland, Australia .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.