Practice and the Professional Doctorate: A Diffractive Re-Reading

Autor/inn/en	Dennis, Carol Azumah; Chandler, Kathy; Puntil, Donata
Titel	Practice and the Professional Doctorate: A Diffractive Re-Reading
Quelle	In: Journal of Further and Higher Education, 47 (2023) 3, S.364-377 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dennis, Carol Azumah) ORCID (Chandler, Kathy) ORCID (Puntil, Donata)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2022.2130197
Schlagwörter	Doctoral Programs; Professional Education; Theory Practice Relationship; Educational Change; Epistemology; Humanism; Personal Narratives; Nursing; Evidence Based Practice; Researchers; Doctoral Students; Education Majors; Educational Researchers + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Berufsausbildung; Theorie-Praxis-Beziehung; Bildungsreform; Erkenntnistheorie; Humanismus; Erlebniserzählung; Krankenpflege; Researcher; Forscher; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Erziehungswissenschaftler; Erziehungswissenschaftlerin
Abstract	Drawing loosely upon strategies associated with collaborative autoethnography we conceptualise the place of practice in the professional doctorate through four distinct moves each of which compel us towards the conclusion that research, and practice are mutually entangled. In our first move 'research informs practice'. In this space practice is a neutral recipient site that accepts the determinations of research unable to self-generate meaningful worthwhile knowledge. We ultimately reject this idea as one that diminishes both research and practice. In our second move, we suggest that research runs in parallel to practice, at times casting a shadow. Research is structured, rational and orderly, practice is unable or unwilling to conform to the predictions of research, its excess creating unmanageable confusion. The parallels of research and practice compel us to consider the extent to which their relationship is best understood as a disruptive one. In our third move, research unframes practice, making it impossible. This impossibility is premised not on the knowledge that research generates as such but rather on the impact new knowledge landscapes have on the researcher- practitioner, the mechanism that ultimately mediates research and practice. In placing the researcher-practitioner as the mediating mechanism between the academy and practice, it becomes apparent that research itself and knowledge generation is both embedded in and embodied by practice. We conclude with a rejection of research in contrast to practice and instead map the effect of difference. Ultimately, we argue that changes to professional practice are an inevitable consequence. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01