PART A: INTRODUCTION. Prologue. 1. Professional Learning at Work. 1.1 Genesis of the Research. 1.2 Intent of the Book. 1.3 Research Findings. 1.4 Conceptualising Authentic Professional Learning. PART B: EXPLORATION. 2. Critical Review of Professional Development. 2.1 Interdisciplinary Inquiry into Professional Learning. 2.1.1 Professional education. 2.1.2 Workplace learning. 2.1.3 Adult education. 2.1.4 Integrating the research fields. 2.2 Current Working Context for Professional Learning. 2.2.1 Certainty through regulation and control. 2.2.2 Uncertainty related to change and complexity. 2.3 The Concept of Learning. 2.3.1 Learning theories. 2.3.2 The nature of professional learning. 18.104.22.168 Learning from experience. 22.214.171.124 Learning through reflective action. 126.96.36.199 Learning mediated by context. 2.3.3 The nature of professional knowledge. 188.8.131.52 Knowledge as a commodity. 184.108.40.206 Knowing-in-practice. 220.127.116.11 Embodied knowing. 2.4 Problematising Practice and Research. 3. Phenomenological Conceptual Framework. 3.1 Wondering About Phenomenology. 3.2 Phenomenology as a Conceptual Framework. 3.2.1 Phenomenological philosophy. 3.2.2 Phenomenological concepts. 18.104.22.168 Life-world. 22.214.171.124 Being-in-the-world. 126.96.36.199 Embodied knowing. 188.8.131.52 Construction of meaning. 184.108.40.206 Understanding. 3.2.3 Philosophical assumptions of this research. 3.3 Phenomenology as a Methodological Approach. 3.3.1 Principles of phenomenological research. 220.127.116.11 Phenomenological attitude. 18.104.22.168 Phenomenological essence. 3.3.2 Empirical phenomenology. 22.214.171.124 Phenomenology as a scientific method. 126.96.36.199 Phenomenology as evocation of lived experience. 188.8.131.52 Phenomenology as rigorous yet evocative. 3.4 Summary of Phenomenological Framework. 4. Empirical Phenomenological Methodology. 4.1 Reflexive Methodology. 4.2 Criteria of Quality in Research. 4.3 Research Design. 4.4 Rigour, Relevance and Reflexivity. 4.5 Engaging With the Participants. 4.6 Data Analysis. 4.6.1 Dwelling with the data. 4.6.2 Transformation of data. 4.6.3 Developing the structure. 4.7 Summary of Methodology. PART C: UNDERSTANDING. 5. Authentic Professional Learning. 5.1 Professional Life-World. 5.2 Situations Where Professionals Learn. 5.3 Structure of Authentic Professional Learning. 5.3.1 Overview of authentic professional learning. 5.3.2 Learning as change in professional understanding. 184.108.40.206 Change in professional understanding. 220.127.116.11 Learning transitions. 18.104.22.168 Varying types of transitions. 22.214.171.124 Gina: A whole new way of looking at everything. 5.3.3 Learning through engagement in professional practice. 126.96.36.199 Active engagement in professional practice. 188.8.131.52 Caring about practice. 184.108.40.206 Uncertainty in learning. 220.127.116.11 Revealing the novel. 18.104.22.168 Mary: Putting the pieces together. 5.3.4 Learning through interconnection over time. 22.214.171.124 Circuitous and iterative web. 126.96.36.199 Imagination draws together. 188.8.131.52 Dynamic interaction with others. 184.108.40.206 Olivia: How will I do it differently next time? 5.3.5 Learning as circumscribed openness to possibilities. 220.127.116.11 Openness to possibilities. 18.104.22.168 Opportunities and constraints of professional context. 22.214.171.124 Resolution of tensions. 126.96.36.199 Sam: The theory doesn’t match reality. 5.4 Summary of Authentic Professional Learning. 6. Making Meaning Through Professional Learning. 6.1 Learning as Part of Being a Professional. 6.2 Ways of Being a Professional. 6.2.1 Being Gina: Learning as an interesting journey. 6.2.2 Being Mary: Learning as problem solving. 6.2.3 Being Olivia: Learning as personal growth. 6.2.4 Being Sam: Learning as an challenging ideas. 6.3 Making Meaning as a Professional. PART D: INTEGRATION. 7. Rhetoric Versus Reality. 7.1 Dealing with Dissonance. 7.1.1 Credibility of the evidence about CPL. 7.1.2 Describing the dissonance. 7.2 Problematic Issues in CPL. 7.2.1 Questioning assumptions. 7.2.2 Engaging with uncertainty. 7.2.3 Imagining conversations. 7.2.4 Voicing what is valued. 7.3 Wider Context of Professional Dissonance. 7.3.1 Competing life-world discourses. 7.3.2 The hidden nature of dissonance. 8. Authenticity in Professional Life. 8.1 Ontological Claims. 8.1.1 What does "being a professional" mean? 8.1.2 Being-in-the-professional-world. 8.1.3 Ontological dimensions of learning. 8.2 Authenticity in Professional Life. 8.2.1 Mavericks and Impostors. 188.8.131.52 Sally: I’m never sure if what I’m learning is the truth. 184.108.40.206 Being an authentic professional. 8.2.2 The concept of authenticity. 220.127.116.11 Social construction of self. 18.104.22.168 Public professional world. 22.214.171.124 Being authentic. 8.3 Transformation Through Learning. 8.3.1 Change through learning experiences. 126.96.36.199 Nerida: Learning to do what a professional does. 188.8.131.52 Way of being a professional. 8.3.2 Transformative learning. 8.4 Implications of Ontological Claims. 9. Implications for stakeholders. 9.1 Principles of Authentic Professional Learning. 9.1.1 Awareness as a resource. 9.1.2 Learning relationships. 9.1.3 Challenging support. 9.1.4 Learning culture. 9.2 Changing Support for Professional Learning. 9.2.1 Culture of inquiry. 9.2.2 Reflexive authenticity. 9.2.3 Cultural change. 9.3 Models of Support for Authentic Professional Learning. 9.3.1 Authentic professional learning support groups. 9.3.2 Existing models for supporting learning. 9.3.3 Existing resources for supporting learning. 9.4 Implications for Undergraduate Education. 9.4.1 Preparation for the realities of practice. 9.4.2 Learning to be a professional. PART E: CONCLUSION. 10. Making a Difference in Professional Learning. 10.1 Ontology and Epistemology in Learning. 10.2 Potential of Authentic Professional Learning. 10.3 Making a Difference in Supporting learning. 10.4 A Way Forward for Research on Learning. 10.5 Possibilities for Change. References. Appendices. A: Interview Questions. B: Data Analysis Examples. C: Summaries of Learning Situations Described by Participants.