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Professional development, also known as professional education, is learning that leads to or emphasizes education in a specific professional career field or builds practical job applicable skills emphasizing praxis in addition to the transferable skills and theoretical academic knowledge found in traditional liberal arts and pure sciences education.
Brothers Stuart and Hubert Dreyfus originally proposed the model in 1980 in an 18-page report on their research at the University of California, Berkeley, Operations Research Center for the United States Air Force Office of Scientific Research. [1] The model was elaborated in more detail in their book Mind Over Machine (1986/1988). [2]
[4] [5] Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Practice-based professional learning (PBPL) is understood in contrast to classroom- or theory-based learning. It is kindred to terms such as work-based learning , workplace or work-centred learning. Distinctive, though, are a concern for professional learning, and the preference for practice rather than work.