When being professional means becoming myself: towards integrity and presence in practice

PhD thesis


Adams, D. 2011. When being professional means becoming myself: towards integrity and presence in practice. PhD thesis University of Bath Centre for Action Research in Professional Practice, School of Management
TypePhD thesis
TitleWhen being professional means becoming myself: towards integrity and presence in practice
AuthorsAdams, D.
Abstract

This thesis seeks to elaborate the inner qualities of integrity and presence in professional practice. It is offered as a contribution to the growing body of literature that shifts the emphasis in professional development from the transfer of skills and knowledge to the transformation of practice.
Professional education has been viewed as the acquisition of the knowledge and skills required to address the presenting problems of daily practice. It has been assumed that the answers to these problems can be identified, codified and passed on to others, resulting in a kind of professionalism by protocol. But, as Dreyfus & Dreyfus (2005) have pointed out, there is a qualitative shift in the practice of experts when compared to novices and beginners. The expert evidences a deliberative skill that does not rely on the application of protocols but on extensive case by case experience. Indeed professionalism may be understood as the quality of practice that is evident at the very moment when protocols no longer apply (Coles 2002).
Professional practice is not a simple concept as Kemmis (2006) has shown. The thesis contributes to this field by suggesting that professionalism is acquired through prolonged inquiry into the contingencies of quotidian practice and that this shapes the inner qualities the practitioner brings to their practice. It is offered as a first person inquiry (Reason 2001) that probes fractals of my own professional practice over a five year period. In telling my personal story, I give an account of an emergent methodology that engages with action research and narrative inquiry. A narrative mode of knowing (Bruner 1986) notices the complex, many sided and sometimes conflicting stories of professional life resulting, not in a set of propositional claims, but in an account that provides the reader with the imaginal space to enter the process and participate, with me, in making sense of professional practice.

Research GroupWork and Learning Research Centre
LanguageEnglish
Department nameCentre for Action Research in Professional Practice, School of Management
Institution nameUniversity of Bath
Publication dates
Print12 Aug 2014
Publication process dates
Deposited12 Aug 2014
CompletedJun 2011
Output statusPublished
Accepted author manuscript
Permalink -

https://repository.mdx.ac.uk/item/84x17

Download files


Accepted author manuscript
  • 59
    total views
  • 238
    total downloads
  • 4
    views this month
  • 4
    downloads this month

Export as

Related outputs

Transdisciplinary practice: being, doing, knowing
Adams, D. and Maguire, K. 2023. Transdisciplinary practice: being, doing, knowing. in: Lawrence, R. (ed.) Handbook of Transdisciplinarity: Global Perspectives Cheltenham, UK Edward Elgar Publishing. pp. 145–158
Work based learning
Adams, D. 2014. Work based learning. in: Coghlan, D. and Brydon-Miller, M. (ed.) The SAGE encyclopedia of action research Sage.
What would Stradivari have to have done to receive a DProf by Public Works?
Maguire, K. and Adams, D. 2014. What would Stradivari have to have done to receive a DProf by Public Works? 4th International Conference on Professional Doctorates. Cardiff, UK 10 - 11 Apr 2014 Unpublished.