Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the ProfessionsBuilding on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care. |
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Page 183
... musical master class in which I participated along with others — musicians , psychologists , and music theorists . Their comments and our discussions together have helped me to arrive at the following description of the lesson . Franz ...
... musical master class in which I participated along with others — musicians , psychologists , and music theorists . Their comments and our discussions together have helped me to arrive at the following description of the lesson . Franz ...
Page 208
... musical performance and the strong family resemblance that master classes in musical performance bear to architectural studios . But master classes also differ from studios in ways that reflect differences in the media and contents of ...
... musical performance and the strong family resemblance that master classes in musical performance bear to architectural studios . But master classes also differ from studios in ways that reflect differences in the media and contents of ...
Page 209
... musical effects . Franz's case , especially , illustrated a process analogous to Quist's experimenta- tion with reframing : global meaning imposed on the score of an entire piece and then elaborated in its implications for the musical ...
... musical effects . Franz's case , especially , illustrated a process analogous to Quist's experimenta- tion with reframing : global meaning imposed on the score of an entire piece and then elaborated in its implications for the musical ...
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Educating the Reflective Practitioner: Toward a New Design for Teaching and ... Donald A. Schon No preview available - 1987 |
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action Amnon appreciative system architectural Argyris artistry asked aware become behavioral world building Chris Argyris classroom coach and student competence construct context core criticism curriculum Dani demonstration described design studio designlike dialogue dilemma discipline discover drawing effects example experience experimentation faculty members feelings frame Franz geometry hall of mirrors idea imitation inquiry instructors interaction interventions Judith kind knowing-in-action learning to design master class meanings Michal Model Model II moves musical norms Northover objectivist observed particular patient performance Petra phrase play practitioners predicament problem produce profes professional education professional knowledge professional schools protectionism psychoanalytic qualities question Quist recognize reflection-in-action reflective practicum responses Sachs and Shapiro seminar sense situation skills slope squeeze play strategies student and coach studio master supervisor suspension of disbelief tacit tacit knowledge task teachers teaching technical rationality theories therapist therapy things tion tried understanding