Professional Expertise: A Model for Integration and Change

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dc.contributor.advisor Dr Peter Roberts en
dc.contributor.advisor Dr Richard Hamilton en
dc.contributor.advisor John Benseman en Yielder, Jill en 2008-01-30T02:04:57Z en 2008-01-30T02:04:57Z en 2001 en
dc.identifier.citation Thesis (PhD--Education)--University of Auckland, 2001. en
dc.identifier.uri en
dc.description.abstract The nature of professional expertise has been widely debated in the literature. However it has been examined primarily from a dichotomy of perspectives - either from an experiential or a cognitive focus, without the attempt to integrate these, and other aspects of expertise, into an integrated and coherent model. This research is structured in two sections. The first part incorporates a philosophical discussion, which advances an integrated model of professional expertise. The second part uses a case study focused on the field of medical imaging to illustrate and refine the model. Ten professionals identified as experts in the various sub-specialties within medical imaging were guided through a sustained period of interviews and logging of critical incidents in order to elicit in-depth data in relation to the process of expertise. Findings showed that while expertise is situated in the context of practice, it incorporates several dimensions working together in an integrated, seamless fashion through the medium of the individual practitioner. The proposed model integrates five main aspects, namely: knowledge base; cognitive processes; internal integrative processes; interpersonal relationships; and professional practice. That is, it is a synthesis of a particular knowledge base, the cognitive processes, personality and internal processes of the practitioner. It manifests through, and builds on, interpersonal relationships with clients and other professionals, and is expressed through the actual doing of professional practice. It is through the reflexive examination of practice and management of change that professionals may transform these five integrated aspects into the qualitative state of expertise. One of the implications of these findings for higher education are that institutions providing professional education need to value all the dimensions of expertise and their effective integration in order to promote the learning required to advance professionals towards this level of practice. en
dc.format Scanned from print thesis en
dc.language.iso en en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA1012813 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. en
dc.rights.uri en
dc.title Professional Expertise: A Model for Integration and Change en
dc.type Thesis en Education en The University of Auckland en Doctoral en PhD en
dc.subject.marsden Fields of Research::330000 Education en
dc.rights.holder Copyright: The author en
pubs.local.anzsrc 13 - Education en
dc.relation.isnodouble 18391 * Faculty of Education en

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