Navigating the Wilderness of Becoming Professional

Autor/inn/en	Johnsson, Mary C.; Hager, Paul
Titel	Navigating the Wilderness of Becoming Professional
Quelle	In: Journal of Workplace Learning, 20 (2008) 7-8, S.526-536 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665620810900346
Schlagwörter	Music Education; Musicians; Young Adults; Transitional Programs; College Graduates; Professional Development; Case Studies; Interviews; Mentors; Learning Processes; Educational Principles; Educational Philosophy; Learning Theories; Adult Learning; Self Concept; Skill Development; Work Environment; Training Methods; Foreign Countries; Fellowships; Informal Education; Australia + Suchen Sie Ihr Suchwort? Musikerziehung; Musiker; Young adult; Junger Erwachsener; Hochschulabsolvent; Hochschulabsolventin; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Learning process; Lernprozess; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Learning theory; Lerntheorie; Adulte education; Adult training; Erwachsenenbildung; Selbstkonzept; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitsmilieu; Didaktik; Trainingsmaßnahme; Ausland; Fellowship; Stipendium; Informelle Bildung; Nichtformale Bildung; Australien
Abstract	Purpose: This paper aims to examine the nature of learning discovered by recent graduates participating in a symphony orchestra-initiated development program that is designed to nurture them through the transition to becoming professional orchestral musicians. Design/methodology/approach: Using a qualitative case study approach, the authors interviewed developing musicians and professional musician mentors individually and in small groups using a semi-structured protocol. Interviews were audio-taped and transcribed. The authors also observed musicians working together in rehearsal and in concert performance and reviewed documents on the development program, the organisation and the Australian performing arts industry. Findings: The findings suggest that learning is better conceptualised as an embodied constructed experience with others in context. What the authors call "guided contextualising" differs from conventional discussions of skill-based novice learning and mentorship. For musicians, the competency that is being developed is one of learning how to become, forming a sense of identity as broader musical citizens as well as becoming members of more instrumental communities. Practical implications: The design and structure of the program (and alternatives emerging overseas) suggest possibilities for new collaborations towards "a living curriculum" between higher education and industry. Originality/value: Rather than "employability", the concept of "graduateness" for young adults is formative and transformative, a process that involves the seeking of various forms of identity and contextualised learning that transcends self. "Becoming" practitioners together in generative ways enhances fitness for professional practice and develops a commitment to lifelong learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10