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1.
Johnny C. Go 《Teachers and Teaching》2013,19(5):513-524
This paper examines Donald Schön’s critique of Herbert Simon’s ‘science of design’ to determine whether later developments in Simon’s thought – particularly, his theories of ‘bounded rationality’ and ‘goal-less designing’ – can contribute to an appreciation of Schön’s notion of reflective practice. The paper then argues, that viewed through the optic of ‘assessment for learning,’ teaching may be conceived as ‘goal-less and reflective design,’ and the practice thereof may lead to more effective teaching. 相似文献
2.
ABSTRACTLo’s variation theory is a learning and teaching theory based on Marton’s phenomenographic approach and is one of the most important backbones of learning studies. The proponents of variation theory demarcate their approach from constructivist learning approaches, stressing constructivism as philosophical framework, but not as learning theory. At the same time, the phenomenographic approach emphasizes the importance of Piaget’s work about the cognitive development, which should be considered when talking about learning and teaching. We argue that – from a theoretical point of view – Piaget’s theory of how cognitive schemata are developed and how variation theory proposes that learning can be fostered entails many similarities which are not apparent at first glance. We demonstrate the similarities and differences using a teaching example from an English as second language classroom and show the implications for practical instructional work. Finally, we discuss concrete suggestions how variation theory could benefit even more from Piaget’s theory. 相似文献
3.
Joseph Mintz 《British Journal of Educational Studies》2016,64(3):277-293
Schön’s concept of ‘reflection in action’, particularly when interpreted from a sociocultural perspective, is often used as frame with which to consider the relationship between theoretical and tacit knowledge in the work of teachers. This paper presents an alternative interpretative frame for Schön which makes use of the ideas of Wilfred Bion, perhaps the most influential psychoanalyst of the second half of the twentieth century. It is argued that it is the productive emotional struggle with uncertainty that lies within Schön’s moment, which ultimately leads to the teacher coming to a moment of decision about what the child might need in a particular situation. This (contingent) understanding arises from a dialectic intertwining of knowledge derived from intersubjective relationship and theoretical knowledge, for example, about typical and atypical development in children. Implications for professional practice particularly in relation to working with children with special educational needs are discussed. 相似文献
4.
《Teaching and Teacher Education》2006,22(3):353-361
This paper points to a neglected dimension to Schön's work on the reflective practitioner: his distinctive characterisation of the practicum. We argue that Schön's understanding of the practicum is integrally related to his understanding of the reflective practitioner. The appropriation of the latter concept within programmes of initial teacher education has tended to go hand in hand with a different model of the practicum that regards this as being synonymous with practice in schools. We outline a number of ways in which the practicum, as described by Schön, is significantly different from this. We identify key aspects of Schön's characterisation of the practicum and describe one alternative approach to initial teacher education that uses microteaching as a practicum context. This is a significant issue because concern has been expressed both as regards the quality of new teachers’ reflection and the perceived inability of TEIs to change student–teachers’ preconceived notions of learning and teaching.Whilst research into student teachers’ perceptions of microteaching has generally viewed this process positively, we were interested to research whether this remained the case once students had made the transition to teaching. The voices of recently qualified practitioners who have been through this programme are drawn upon as illustrative of the key features of this process which they identify. The article is a contribution to the discourse upon reflective practice and initial teacher education and also makes a contribution to debate concerning the preferred location of initial teacher education. 相似文献
5.
Klaus Nielsen 《Scandinavian Journal of Educational Research》2013,57(5):455-470
This article aims to clarify some of our pre‐conceived assumptions when we address issues of learning in practice. It argues that we need to develop an understanding of practice based on its own premises. For this purpose the German philosopher Martin Heidegger's (1889–1976) understanding of practice and learning is introduced. Heidegger emphasises the use of equipment as crucial for a practical understanding. This perspective is contrasted with an intellectualistic approach to learning in practice exemplified by the work of Donald Schön. Heidegger and Schön's perspectives on learning in practice are evaluated and discussed throughout the article. Examples from studies of apprenticeship are used to illustrate Heidegger's comprehension of learning in practice. Especially learning through the use of tools and equipment, learning in context, learning as a consequence of making mistakes and learning as a matter of developing a sense of familiarity are types of learning emphasised in this article. 相似文献
6.
Andrea English 《Learning Inquiry》2007,1(2):133-142
This inquiry explores the educative meaning of interruptions or breaks in teacher’s experiences by looking at their role in reflection and listening. Reflection and listening are not only two vital and distinct aspects of teaching, but are also interrelated and as such can serve to productively inform one another. In this context, I develop the notion of negativity of experience to describe the space that opens up when our experience has been in some way interrupted, the space where we dwell between old and new experiences and where new thoughts and ideas emerge. I demonstrate throughout my discussion that it is in this space that listening and reflection take place. To begin, I analyze the works of John Dewey and Donald Schön to take up a few particular aspects of reflective thinking and its relation to the practice of teaching. In this context, I point out similarities and important learning-theoretical differences between the notion of ‘negativity of experience’ and Schön’s notion of ‘messy situations’. The second section examines the role of negativity of experience in listening. Here, I seek to explore ways to include listening in the contemporary discussion on reflective teaching and practice. The inquiry concludes by considering the meaning of reflection, listening and negativity for the education of professional teachers. 相似文献
7.
Max Visser 《Learning Inquiry》2008,2(2):127-137
To survive in and adapt to dynamic, turbulent, and complex environments, organizations need to engage in learning. This truism is particularly relevant for army organizations in times of war and armed conflict. In this article a case of army operations during World War II is analyzed on the basis of ?rtenblad’s integrated model of the learning organization and Argyris and Schön’s theory of action approach. Among others, it is found that survival of and adaptation to combat conditions is possible through single-loop learning, provided that this learning takes place in an open and productive learning climate. This and other conclusions have important implications for theory and practice of organizational learning under conditions of hierarchy and discipline. 相似文献
8.
Mark D. Vagle Rachel Monette Jaye Johnson Thiel Katie Wester-Neal 《Pedagogies: An International Journal》2017,12(3):295-312
The purpose of this article is to re-conceptualize Schön’s call for a phenomenology of practice – moving away from reflection and towards post-reflexion – by explicitly drawing on philosophical and methodological tenets of phenomenology, specifically some of Vagle’s theorizing of a post-intentional phenomenology. Finally, we use this conception of post-reflexion to articulate a set of three concrete post-reflexive pedagogies of teacher education – An Affective Pedagogy; A Post-Reflexive Entangled Pedagogy; and An Interrogated “Assumptions of Normality” Pedagogy. 相似文献
9.
Wicked sustainability problems (WSPs) are an important and particularly challenging type of problem. Science and engineering education can play an important role in preparing students to deal with such problems, but current educational practice may not adequately prepare students to do so. We address this gap by providing insights related to students’ abilities to address WSPs. Specifically, we aim to (I) describe key constituents of engineering students’ approaches to a WSP, (II) evaluate these approaches in relation to the normative context of education for sustainable development (ESD), and (III) identify relevant aspects of learning related to WSPs. Aim I is addressed through a phenomenographic study, while aims II and III are addressed by relating the results to research literature about human problem solving, sustainable development, and ESD. We describe four qualitatively different ways of approaching a specific WSP, as the outcome of the phenomenographic study: A. Simplify and avoid, B. Divide and control, C. Isolate and succumb, and D. Integrate and balance. We identify approach D as the most appropriate approach in the context of ESD, while A and C are not. On this basis, we identify three learning objectives related to students’ abilities to address WSPs: learn to use a fully integrative approach, distinguish WSPs from tame and well-structured problems, and understand and consider the normative context of SD. Finally, we provide recommendations for how these learning objectives can be used to guide the design of science and engineering educational activities. 相似文献
10.
Over the last decades the notion of learning has become increasingly popular both as an intellectual site of investigation and as an organizational aspiration. However, learning has many—sometimes contradictory—meanings. For pragmatic sociologists and researchers in science and technology studies (STS) the notion may appeal because of its connotations of ongoing and unpredictable transformation. Yet, a more predominant viewpoint associated with cognitive research, conceive of learning in terms of organized and controllable change processes. We characterize the latter viewpoint as the unbearable lightness of learning. We use Argyris and Schön’s model of organizational learning to illustrate some of the problematic theoretical assumptions and empirical consequences, which are entailed by viewing learning in exclusively cognitive terms. Prominent among these is the inability to analyze social and technologically mediated organizational learning. In conclusion, we argue that alternative models for organizational learning could find inspiration in science and technology studies. 相似文献
11.
Andreina Bruno Giuseppina Dell’Aversana 《Assessment & Evaluation in Higher Education》2018,43(3):345-358
Sustaining students in becoming reflective practitioners is considered as a valued outcome of higher education. The paper aims to evaluate the impact of the learning environment conditions inspired by Schön’s theory of reflective practicum, by discussing a case study of a master’s degree class. The learning environment was designed to sustain reflective practice and meaningful engagement through professional practice simulation, problem-based learning and reflective writing. Unlike much of the research into reflective learning, the quality of learning was evaluated by assessing the use of reflective practice in students’ weekly journaling, rather than measuring students’ satisfaction or perceptions of effectiveness. Two hundred and six journal entries of 23 students were assessed and used in a quantitative analysis based on a linear mixed-effects model. Findings indicated that the reflective practicum has an incremental effect on students’ reflective practices and that reflective practice is dynamic and sensitive to specific learning environment conditions. In conclusion, students’ co-responsibility of the learning environment allowed by the professional practice simulation appears to foster meaningful and reflective learning. Conversely, conditions that stimulate only cognitive engagement have little impact or even inhibit reflective practices. Practical implications of the use of reflective journal are discussed. 相似文献
12.
Thomas E. B. Assan 《Africa Education Review》2019,16(6):4-21
AbstractClassroom practitioners are expected to facilitate effective learning under the Curriculum and Assessment Policy Statement (CAPS) in South Africa. During this facilitation process, educators are required to become more resourceful in terms of their learning and teaching strategies. This article is based on a case study – within the phenomenographic paradigm – of Grade 9 educators and learners in four rural schools in North West, South Africa. The study focussed on a specific economics and management sciences (EMS) topic relating to the understanding of the value or price determination of the South Africa rand on the foreign exchange market. The article is divided into three parts: firstly, the concepts of phenomenography and the variation theory of learning are explored and constituted as the conceptual framework; secondly, educators’ experiences with the variation theory as a classroom resource for learning; and thirdly, the impact of educators’ classroom experiences with the variation theory on learners’ quantitative and qualitative learning outcomes. The results showed an improvement in the learners’ understanding of the EMS topic studied. 相似文献
13.
Chris J. Mitchell 《Learning & behavior》2009,37(2):154-160
A selective summary of the four contributions to this special issue of Learning & Behavior on perceptual learning is presented. Mackintosh and Hall propose an associative analysis of perceptual learning. It is argued that Tsushima and Watanabe’s psychophysical evidence and Fiser’s Bayesian-modeling work represent (in different ways) challenges to the associative approach. Some tentative suggestions are explored with regard to how animal learning theorists might meet these challenges. Finally, the role of awareness in perceptual learning is briefly examined. 相似文献
14.
Martin Dyke 《International Journal of Lifelong Education》2013,32(2):105-123
Reflection has long been an aspiration in education, from Aristotle’s Nicamachean Ethics, through Bacon’s (1605) Advancement of Learning and later articulated by John Dewey. Schön’s reflective practitioner underpins the ethos in the professional training of teachers in the UK. This paper reviews approaches to reflection in learning and argues that we require a model of learning sensitive to the complex interaction between theory, practice and reflection that take place in social contexts and relationships with others. Following a critical review of the literature it argues for a social model of experiential learning connecting themes in contemporary social theory. The paper considers learning in sociological and philosophical terms rather than as simply a cognitive or psychological process. 相似文献
15.
Gunilla Eklund‐Myrskog 《Scandinavian Journal of Educational Research》2013,57(2):179-188
The aim of this study was to investigate students’ conceptions of learning and approaches to learning within vocational education. A group of car‐mechanic students (n = 30) were interviewed at the end of their programme. The phenomenographic approach was used as the point of departure, and, as a result of the analysis, qualitative similarities and differences in students’ conceptions and approaches were found. The distribution of conceptions and approaches showed that half of students were classified as representing a quantitative view of learning and as favouring a surface approach. However, in order to encourage students to develop a qualitative view of learning and to use deep approaches, more attention must be paid to the ways in which students conceive learning within the school context and how they actually do in order to meet the demands they experience within their education. 相似文献
16.
Charlotte Silén 《Higher Education》2006,51(3):373-385
In this article, the concept of approach related to tutor functioning in problem-based learning (PBL) is explored and the significance of a phenomenological perspective of the body in relation to learning and tutoring is investigated. The aim has been to understand the concept of approach in a context where the individual, thoughts, emotions and body are regarded as a whole in a learning process – a non-dualistic entity. The analysis is primarily based on Merleau-Ponty (Phenomenologie de la Perception. Editions Gallimard, Kroppens fenomenologi. Oslo: Pax) and Leder (1990). The outcome of the analysis is related to the pedagogical view that characterises PBL and tutoring in base groups. An earlier study (Silén Licentiate thesis n 3/1996. Linköping University) about tutor functioning in PBL was the starting-point for the exploration. On the basis of the phenomenological analysis, I assign approach the following meaning: - the total message expressed by ‘the lived body’ in interaction with its life world. The analysis indicates that the tutor’s approach influences group work in different ways. One of phenomenology’s most important messages implies that the tutor’s approach should be characterised by ‘presence’, attention on the students and what is happening in the group, and not on the tutor’s own actions and thoughts. The ability to be ‘present’ is possible when the knowing is rooted in the lived body. This conclusion brings to the fore the necessity of the tutor’s own understanding of the ideas of PBL and the underlying theories, and also highlights the importance of regarding tutor training as an ongoing learning process. The focus of the exploration has been on the tutor in PBL. In principle, I would argue that a corresponding line of reasoning is applicable to tutoring and learning in general. 相似文献
17.
Pekka Risku 《Scandinavian Journal of Educational Research》2013,57(2):137-159
Schon (1987) has criticized the normative curriculum of professional schools including technical colleges: at first basic science (mathematics, physics, etc.), then applied science, and finally technical skills of day‐to‐day practice. In Schön's opinion, the tradition of professional education is an obstacle to changing teaching methods from drill and practice to open‐learning environments. Solomon (1986) presents the different approaches which teachers take in computer‐based instruction in stages from drill and practice to open‐learning environments. This paper reports a six‐year case study, inspired by the work of Schön and Solomon, on the impact of, and the teachers’ role in, the use of computers and Mathcad in the mathematics instruction of technical colleges. The teaching experiment was started with 51 first‐year students during the academic year 1988‐1989 at the Technical Institute of Jyvaskyld. The class of mechanical engineering had 162 and the class of electrical engineering 206 lessons of mathematics during the first experimental year. Two senior lecturers of mathematics taught the classes. Before the experiment, computers had never been used in mathematics instruction at the institute. The various ways of using Mathcad were classified on the basis of the forms filled and files saved by the teachers, as well as on the notes made by the researcher. The teachers’ ways of using computers in our experiment during the years 1988‐1995 clearly showed the existence of stages. Some of the stages were the same for both teachers, but there were also some differences. Both teachers started by fitting an open computer‐based environment into the traditional instruction. 相似文献
18.
In this study, we report on our learning as we engaged in a four-month experience of coteaching a water unit in a Grade 7 classroom. Working at each other's elbows, in praxis, provided many opportunities to learn together: teaching and about teaching. We use two examples, learning to ask productive questions and struggling to enact an orderly curriculum to show how coteaching affords colearning, and how the lack of coteaching leads to struggling. Our work also suggests that coteaching allows for a mode of learning that is not captured by Schön's notions of reflection-in-practice and reflection-on-practice. We conclude that coteaching, as colearning, is praxis. 相似文献
19.
Tina Cook 《Educational Action Research》2013,21(1):77-98
This article details how an action research/reflective practitioner approach added value to the efforts of participants who were engaged in developing their practice and working together within a New Labour area-based policy initiative. The process of reflecting and learning together in the project supported practitioners in thinking, learning about, designing, engaging in and changing elements of their practice according to the evidence they had gathered. A key element of the article is how the notion of reflection ‘in’ action and ‘on’ action (Schön) supported people from different backgrounds and settings in understanding and developing their practice through improving self-knowledge and confidence and, in turn, their knowledge of other perspectives. The article raises issues in relation to the use of action research at the interface between micro- and macro-development, individual and group work, and worker and manager perspectives. It concludes by suggesting some of the issues that those engaged in further development of innovative, interagency and interdisciplinary projects might need to address if an action research/reflective practice model of working together for change is to be made more widely available, relevant and useful. 相似文献
20.
Since Schön’s influential work on reflective practice, reflection has been prioritised in teacher education programmes internationally. The research described in this paper examined the development of postgraduate student teachers’ reflective processes in their first school placement. Twenty-five students were asked to write an account of their evolution in an area of their teaching, and how they were supported to evaluate lessons and reflect on their practice. Subsequently, a sample was interviewed to explore themes arising from the essays. In describing their development of a reflective perspective, the students identified useful feedback from three main sources: mentors, peers and pupils. Although the research took place within a Scottish context, the different roles that feedback played in the development of reflection should be of interest to teacher educators and student teachers internationally, as it could be argued that beginning teachers in every country face similar issues relating to reflection. 相似文献