This is a book for practitioners, university educators, workplace learning educators, researchers and the professions. It draws together two key elements of the lives of these people: professional practice – what people do, and practice discourse – what they write and say about what they do. And, it focuses these discussions around two spaces – the core and the margins, of practice and discourse. Writing in the margins of texts has a very long history. People have always left part of themselves – their ideas, personality and reflections – in the margins of texts. In this book we have taken up the idea of such written marginalia and we have expanded it into writing into the texts of practice discourse as well as speaking and acting in the margins of professional practice. Such deliberate practice changes in marginal practice spaces and in written practice discourse provides ways of shaping and critically appraising current and future professional practice. This book provides a dialogue between two fascinating phenomena: professional practice and discourse. In the 21st century these two are facing challenges as they negotiate their contested spaces in a rapidly changing global society. They draw on strong established traditions and expectations but they cannot be complacent in these illusory stabilities. Rather they must be awake to the imperatives of their own re-invention and re-claimed relevance to today’s society and today’s professional class in the workforce. Across the chapters we explore the core spaces of professional practice discourse from the vantage point of the margins of this space, and the margin spaces as they interact with the core. Marginalia serves as an architect of destabilisation, challenge, revolution, reflection or sometimes affirmation of the central discourse space. There are five sections in the book: Section One: Professional practice discourse, Section Two: Leading the practice discourse, Section Three: Writing from inside practice, Section Four: Writing onto and into practice and Section Five: Marking trails and stimulating insights. Readers are invited to contribute to our exploration of the phenomenon and practice of professional practice discourse marginalia.

Developing Practice Capability: Transforming Workplace Learning explores a Crucible Model for Professional Development as a means for better understanding workplace learning as a place for capability development.

Practice Wisdom: Values and Interpretations brings diverse views and interpretations to an exploration of what wisdom in professional practice means and can become: academically, practically and inspirationally.

This is a book for practitioners working in community-based healthcare as well as educators of future practitioners and researchers exploring this practice field and for people with chronic disabilities and their families and carers. The book invites readers to re-think and re-shape the way that community-based healthcare is practised by practitioners and experienced/engaged with by clients/patients and their families and other carers. Based on a PhD study of therapeutic relationships in community healthcare settings in NSW, Australia, and on real-life experiences of practitioners, clients and clients’ families and care givers, this book paints a rich picture of the lived experiences of these participants in community-based healthcare. It examines the issues and challenges they face and the ways they deal with these. Key themes identified across the book are: the value and nature of relationships in this unique healthcare setting, the importance of time and using it well, the way good teamwork facilitates good community-based, patient-centred healthcare, balancing autonomy and equality with healthcare quality, practice wisdom embodied in healthcare, and ways of improving healthcare in clients’ own homes.

Challenging Future Practice Possibilities examines influences that are maintaining the status quo and others that are pushing interest-driven change.

This book provides a contemporary and thought-provoking exploration of the concept of practical wisdom--what it is and how it can be incorporated into evaluation practice. It defines what practical wisdom is, explores its roots, where it stands today, what constitutes the "wise" evaluator, and how we can develop sound judgment in an unpredictable and chaotic time. It brings together evaluation thought leaders and practitioners to examine the concept of practical wisdom. The authors’ enlightening essays are interwoven with reflective strands comprised of commentaries, examples, and new ideas added by Hurteau and her colleagues that offer a recursive and intricate pattern of reflection on the topic of practical wisdom. This is a rare book because it moves beyond evaluation methodology to explore how practical wisdom can help us develop new and better solutions for difficult evaluation situations. It will become a standard reference for practitioners, trainers. and teachers of evaluation because it considers the history, ethics, and competencies that underpin practical wisdom, and examines the ways that this untaught skill can be applied, to do, as House says, “the right thing in the special circumstances of performing the job.”

The Preparation for the Professions Program by the Carnegie Foundation for the Advancement of Teaching focused on education in five professions (clergy, law, engineering, nursing, and medicine), but its influence has been felt throughout higher education and has inspired other professions to turn a critical eye to their own pedagogy. Modeled after the Carnegie Foundation’s example, Drs. Gail Jensen, Elizabeth Mostrom, Laurita Hack, Terrence Nordstrom, and Jan Gwyer began an examination of the state of physical therapist education in the United States in their study, Physical Therapist Education for the Twenty First Century (PTE-21): Innovation and Excellence in Physical Therapist Academic and Clinical Education. With the same team of authors, Educating Physical Therapists documents this examination, detailing the key findings of the study and expanding on its implications. The text begins by looking at the current state of physical therapist education across the continuum, from professional education through residency, then continues by describing exemplars of excellence and best practices that were observed in academic and clinical settings. Through this survey of the profession, a conceptual model of excellence in physical therapist education is derived and presented with practical recommendations. Areas addressed: Elements that promote a culture of excellence Critical needs for advancing learning and the learning sciences Academic and clinical organizational imperatives The critical need for system-based reform Finally, after looking at the current state of physical therapy education, Educating Physical Therapists looks to the future, providing a reimagined vision for what professional education and the profession could be. These recommendations for growth come with commentary by international experts in physical therapy education, providing a wide range of perspectives. After an intensive examination of physical therapist education, Educating Physical Therapists is designed to change the way educators and administrators across academic and clinical settings prepare physical therapists for the future. From the Foreword... “The authors of this volume have much to teach us, and they have taught us well. We can accept their recommendations, or we can argue with them. To ignore them is impossible.” -Lee S. Shulman, PhD, President Emeritus, The Carnegie Foundation for the Advancement of Teaching