Abstract
Professional education programmes require re-imagining in order to ensure ongoing relevance in a constantly changing world, where learning is ubiquitous - occurring anywhere, anytime, anyhow. There is a need to prepare practitioners who are nimble, and committed to shaping and being shaped by an evolving society. This paper outlines the shift towards a pedagogy of life-wide, life-long and life-deep learning in a professional educational programme for Specialist Teachers at Massey University, New Zealand. Life-wide learning blurs boundaries of space, place and context and the programme provides opportunities to evidence learning anywhere - through formal, informal, and work-based contexts. For instance, students draw on experiences across their personal and professional lives. Life-long learning blurs boundaries of time, and the programme sets up structures to create networked communities of practice for anytime and ongoing learning through practice. Students have lifelong access to course materials, and ongoing opportunities to contribute at various levels of experience within the community. Life-deep learning relates to enacted values and philosophies that inform practice and the programme facilitates a strengthening of professional and cultural identities. This study highlights the pedagogical approaches of life-long, life-wide and life-deep learning and the resulting shift in the professional identities and agency of Specialist Teachers. Professional development that is not limited by time or context and is driven by cultural values enables practitioners to become ubiquitous professionals - more agentic, connected, and responsive to an ever-changing landscape of practice.
Presenters
Mandia MentisAssociate Professor, Institute of Education, Massey University, New Zealand
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
New Digital Institutions and Spaces
KEYWORDS
UBIQUITOUS PROFESSIONALS, LIFE-LONG, LIFE-WIDE, LIFE-DEEP LEARNING, PROFESSIONAL DEVELOPMENT
