This book focuses on professional practice capability development in workplace contexts. It is built around the idea of workplace learning spaces being like crucibles in which many human, material and ephemeral factors are brought together through interactive exchanges of purpose and energy. A Crucible Model for Professional Development is presented and explored as a means for better understanding workplace learning as a place and vehicle for learning for professional practice. The power and potential for such learning spaces resembles the power of the apparently simple bowl of a crucible. However, when combined with the fire of enthusiasm for learning and teaching, and the rich learning resources and opportunities these settings can provide, the resultant catalytic reactions of professional growth and development can be both rewarding and outstanding. This book challenges contemporary models of workplace learning and their ability to develop a broad range of professional practice capabilities. The authors examine the nature and context of workplace learning in relation to capability development, explore the potential of the Crucible Model to enhance workplace learning and provide narratives of professional practice capability development in action. The discussions generate a range of implications and recommendations for workplace learning and capability development relevant to workplace learning educators and supervisors, academic educators, practitioners, students and those with the power to shape the future direction of workplace learning for professional practice. We invite you as readers of this book to consider the themes we have presented to reflect on your own experiences (whether as a student, workplace learning educator/supervisor, academic educator or a practitioner seeking to enhance your own capability development) to re-imagine workplace learning pedagogy and in so doing harness the potency of workplace learning experiences to develop professional practitioners capable of flourishing in and constructively contributing to 21st Century professional practice contexts.

Table of Contents:
Preface vii Section 1: Professional Practice and Capability 1. Professional Practice 3 Narelle Patton and Joy Higgs 2. Professional Practice Capability 15 Joy Higgs and Narelle Patton Section 2: Professional Education Theory and Educational Practice 3. Practice Communities and Cultures: A Context for Developing Practice Capabilities 33 Joy Higgs 4. Pedagogies for Practice Capability Development in Professional Education Curricula 45 Melanie Walker 5. Using Practice and Workplace Learning Theories to Enhance Clinical Learning Spaces 61 Narelle Patton 6. Taking a Capability Approach to Learning for Life and Work 69 Joy Higgs 7. Practice-Based Education: Setting Quality Agendas 81 Joy Higgs Section 3: A Study of Clinical Education as a Space for Practice Capability Development 8. Enacting the Study 97 Narelle Patton 9. Using Visual Representations to Enhance Clinical Workplace Learning 113 Narelle Patton 10. Clinical Learning Spaces: Dimensions and Character 121 Narelle Patton 11. A Crucible Model for Understanding Learning in Clinical Workplace Spaces 135 Narelle Patton Section 4: Exploring Workplace Learning and Capability Development 12. Exploring the Range of Clinical Learning Spaces 151 Narelle Patton and Megan Smith 13. Reflective Spaces: Nurturing Reflective Practice during Workplace Learning 165 Narelle Patton and Elizabeth Anne Kinsella 14. Relationship Spaces to Enrich Practice Capability Development in Clinical Workplace Learning 173 Julie Baldry Currens 15. Developing Capability for Empathic Practice 183 Narelle Patton and Bruce Newton 16. Developing Capability for Ethical Courage in Clinical Workplaces 191 Gail Jensen and Narelle Patton 17. Being a Clinical Educator 199 Chris Lindner and Narelle Patton 18. The Crucible Model as a Tool for Student Preparation for Clinical Workplace Learning 211 Narelle Patton and Joy Higgs 19. The Crucible Model Underpinning Holistic Clinical Educator Professional Development 223 Narelle Patton and Joy Higgs 20. Student Wellbeing as a Space to Enhance Clinical Workplace Learning 235 Wendy Bowles and Maree Donna Simpson 21. Transformational Learning for Capability in the Workplace 245 Bridget Leahy and Narelle Patton 22. Assessing Professional Practice Capabilities 257 Narelle Patton Contributors 271