Reframing Professional Development Through Understanding Authentic Professional Learning

TLDR

Professional learning is widely expected, yet many professional development practices still prioritize content delivery over genuine learning. The article critiques conventional professional development, proposes an alternative conceptualization grounded in recent educational research, and argues for a shift toward authentic professional learning. The authors review recent literature across professions and develop a new conceptual framework based on contemporary educational theory. They conclude that professional development should move from content delivery to supporting authentic professional learning.

Abstract

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.