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. |
From inside the book
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Page 11
... curriculum that cannot prepare students for competence in the indeterminate zones of practice . Awareness of these two gaps , each contributing to and exacerbating the other , undermines the confidence of professional educators in their ...
... curriculum that cannot prepare students for competence in the indeterminate zones of practice . Awareness of these two gaps , each contributing to and exacerbating the other , undermines the confidence of professional educators in their ...
Page 327
... Curriculum Reform In Nathan Glazer's " schools of the minor professions " ( which , as I have pointed out , his " major " schools of business , medicine , and law increasingly resemble ) there is a high degree of ambiguity and ...
... Curriculum Reform In Nathan Glazer's " schools of the minor professions " ( which , as I have pointed out , his " major " schools of business , medicine , and law increasingly resemble ) there is a high degree of ambiguity and ...
Page 341
... curriculum design , it raises an important question : Is it possible to combine a coherent professional curriculum with the conditions essential to a reflective practicum ? For the more we integrate in a curriculum the knowledge and ...
... curriculum design , it raises an important question : Is it possible to combine a coherent professional curriculum with the conditions essential to a reflective practicum ? For the more we integrate in a curriculum the knowledge and ...
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Educating the Reflective Practitioner: Toward a New Design for Teaching and ... Donald A. Schon No preview available - 1987 |
Common terms and phrases
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