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Shared professional knowledge: Implications for emerging leaders

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Shared professional knowledge : Implications for emerging leaders. / Tran, Lynn Uyen ; King, Heather.

In: Journal of Museum Education , Vol. 34, No. 2, 02.11.2009, p. 149-162.

Research output: Contribution to journalArticlepeer-review

Harvard

Tran, LU & King, H 2009, 'Shared professional knowledge: Implications for emerging leaders', Journal of Museum Education , vol. 34, no. 2, pp. 149-162. https://doi.org/10.1080/10598650.2009.11510630

APA

Tran, L. U., & King, H. (2009). Shared professional knowledge: Implications for emerging leaders. Journal of Museum Education , 34(2), 149-162. https://doi.org/10.1080/10598650.2009.11510630

Vancouver

Tran LU, King H. Shared professional knowledge: Implications for emerging leaders. Journal of Museum Education . 2009 Nov 2;34(2):149-162. https://doi.org/10.1080/10598650.2009.11510630

Author

Tran, Lynn Uyen ; King, Heather. / Shared professional knowledge : Implications for emerging leaders. In: Journal of Museum Education . 2009 ; Vol. 34, No. 2. pp. 149-162.

Bibtex Download

@article{deddf3705bfc4173bc5d00c21ad47c6c,
title = "Shared professional knowledge: Implications for emerging leaders",
abstract = "Educators make significant contributions to museums' educational agendas, yet recognition of their status in the museum field remains minimal. Furthermore, limited research has been directed at the nature of their practice and pedagogy. By establishing a common body of knowledge underpinned by theory and leading to a shared framework for practice, it is argued that emerging leaders in the field will be equipped to know how best how to design, manage and implement initiatives that support learning. Elsewhere, we have proposed just such a theoretically grounded knowledge base to inform educator practice. In this paper we share exemplars from a current study in which we explore the interconnections between our proposed knowledge base and the complexity of museum educators' work. Our findings demonstrate the need for emerging leaders in museum education to have a deep understanding of the knowledge that underlies their work. Without this knowledge, we assert that emerging leaders will be ill equipped to guide their staff towards a set of proven practices that support visitor learning. Moreover, they will be denied a shared vocabulary with which they may defend and further develop the educational role of their museums.",
author = "Tran, {Lynn Uyen} and Heather King",
year = "2009",
month = nov,
day = "2",
doi = "10.1080/10598650.2009.11510630",
language = "English",
volume = "34",
pages = "149--162",
journal = "Journal of Museum Education ",
issn = "1059-8650",
publisher = "Maney Publishing",
number = "2",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Shared professional knowledge

T2 - Implications for emerging leaders

AU - Tran, Lynn Uyen

AU - King, Heather

PY - 2009/11/2

Y1 - 2009/11/2

N2 - Educators make significant contributions to museums' educational agendas, yet recognition of their status in the museum field remains minimal. Furthermore, limited research has been directed at the nature of their practice and pedagogy. By establishing a common body of knowledge underpinned by theory and leading to a shared framework for practice, it is argued that emerging leaders in the field will be equipped to know how best how to design, manage and implement initiatives that support learning. Elsewhere, we have proposed just such a theoretically grounded knowledge base to inform educator practice. In this paper we share exemplars from a current study in which we explore the interconnections between our proposed knowledge base and the complexity of museum educators' work. Our findings demonstrate the need for emerging leaders in museum education to have a deep understanding of the knowledge that underlies their work. Without this knowledge, we assert that emerging leaders will be ill equipped to guide their staff towards a set of proven practices that support visitor learning. Moreover, they will be denied a shared vocabulary with which they may defend and further develop the educational role of their museums.

AB - Educators make significant contributions to museums' educational agendas, yet recognition of their status in the museum field remains minimal. Furthermore, limited research has been directed at the nature of their practice and pedagogy. By establishing a common body of knowledge underpinned by theory and leading to a shared framework for practice, it is argued that emerging leaders in the field will be equipped to know how best how to design, manage and implement initiatives that support learning. Elsewhere, we have proposed just such a theoretically grounded knowledge base to inform educator practice. In this paper we share exemplars from a current study in which we explore the interconnections between our proposed knowledge base and the complexity of museum educators' work. Our findings demonstrate the need for emerging leaders in museum education to have a deep understanding of the knowledge that underlies their work. Without this knowledge, we assert that emerging leaders will be ill equipped to guide their staff towards a set of proven practices that support visitor learning. Moreover, they will be denied a shared vocabulary with which they may defend and further develop the educational role of their museums.

U2 - 10.1080/10598650.2009.11510630

DO - 10.1080/10598650.2009.11510630

M3 - Article

VL - 34

SP - 149

EP - 162

JO - Journal of Museum Education

JF - Journal of Museum Education

SN - 1059-8650

IS - 2

ER -

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