Against Professional Development

Educational Philosophy and Theory 34 (3):289-299 (2002)

Abstract
This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional development programs in Australian universities, drawing parallels with Third World development programs. She argues that professional development knowledge is privileged over disciplinary knowledge in setting lifelong learning agendas for academics, and notes some problematic consequences of this for academics engaged in professional development programs.
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DOI 10.1080/00131850220150246
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References found in this work BETA

The Post-Modern Condition: A Report on Knowledge.J. F. Lyotard - 1985 - Australasian Journal of Philosophy 63:520.
The Post-Modern Condition: A Report on Knowledge.Jean-Francois Lyotard - 1985 - Australasian Journal of Philosophy 63:520.

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