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Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions
Abstract
Incl. bibl., index. It is argued that professional education should be centered on enhancing the professional person's ability for "reflection-in-action," which is learning by doing and developing the ability for continued learned throughout the professional's career. Examples are drawn from an architectural design studio and the arts to demonstrate how reflection-in-action can be fostered in students and therefore in professionals in all areas. The approach involves active coaching by a master teacher, including giving students practice facing real problems, testing solutions, making mistakes, seeking help, and refining approaches. Extensive dialogues between teachers and students illustrate how reflection-in-action works, what encourages it, and behavior or attitudes that can prevent the development of reflectiveness. [ERIC]
... This challenge is complicated by design studio pedagogy itself being heterogeneous in nature. Schön's notion of the 'reflective practicum' is widely used to explain how design studios function (Schön, 1987), but theory of this kind does not account for the complexity of real-world studio-based teaching (Mewburn, 2012). Studies of design studio practice highlight differences between disciplines and contexts (Cennamo & Brandt, 2012;Goldschmidt et al., 2014), and complex relationships between the spatial qualities (Corazzo, 2019), roles (Belluigi, 2016), and communities (Brandt et al., 2013) at play within successful design studios. ...
... Studies of design studio practice highlight differences between disciplines and contexts (Cennamo & Brandt, 2012;Goldschmidt et al., 2014), and complex relationships between the spatial qualities (Corazzo, 2019), roles (Belluigi, 2016), and communities (Brandt et al., 2013) at play within successful design studios. Educators at work in design studios are likely to have undergone their own education as practitioners (and as educators) within studio environments (Waks, 2001), maintaining a pedagogical tradition that is based on tacit, situated learning about what works and what does not, the 'heuristic teaching' described by Schön (1987). How a design studio is constituted and what makes it work is a further source of ambiguity that can make it harder to adapt to new situations, such as the emergence of GenAI. ...
... Tutors within design studios can adopt different roles, ranging from authority figure to coach (Schön 1987;Goldschmidt et al., 2010;Belluigi, 2016). Here we emphasise the need for interaction between tutors and students about their work, and in particular, the content of their design process -their methods, data, concept development and selection. ...
... In this way, by fortifying and raising our voices, we develop agency as educational professionals that connects our critical reflections to meaningful action. Cranton (1996) would affirm the importance of Brookfield's critical self-reflection as a mechanism to transform our learning (Mezirow, 1991) and then our practice (Mermelstein, 2018;Schön, 1987). Farrell (2012) called this same process "reflection-for-action." ...
... 8. Encourage instructors to reflect on their teaching (Mermelstein, 2018) and become "reflective in action" (Schön, 1987), by experimenting and being innovative with curriculum, classroom activities, texts, and the use of technology. Innovation in the use of educational technology and platforms has become crucial during COVID-19 school closures and the accompanying dramatic shift to remote/distance teaching and learning. ...
... 11. Promote professional self-reflection and "reflective teaching" (Brookfield, 2017;Farrell, 2012;Mermelstein, 2018;Schön, 1987). ...
While conducting a qualitative, semi-structured interview study that investigated the role of program administrators and managers in the field of teaching English to speakers of other languages (TESOL), the author encountered a TESOL professional whose 30-year career as an instructor, administrator, and owner of her own language school was so inspirational as to warrant its own exploration as a continuous professional development case study. Using the conceptual framework of continuous professional development (CPD) through the lenses of critically reflective practice and transformative and transformational learning (Brookfield, 2017; Cranton, 1996; Freire, 2007; Mezirow, 1991) and the methodological framework of the use of narratives in TESOL and teachers’ narrative inquiry as professional development (Johnson & Golombek, 2002; Pavlenko, 2002), the author unravels each step of Sophie’s career as a guidebook for other TESOL professionals who might be contemplating a similar journey. The author’s findings highlight the impetus and decision-making processes behind each transition in her career trajectory and concludes by illuminating what Sophie identified as lessons learned. Since many TESOL professionals aspire to open their own language schools in an English as a foreign language (EFL) context, the lessons learned from that enterprise were delineated separately. The critical roles preservice preparation, CPD, and effective supervision and mentorship play when transitioning into administrative positions were identified as areas for further investigation and research, including how modifications in these areas might foster a more seamless professional evolution into entrepreneurship.
... Since informal learning processes do usually not contain fixed learning outcomes and their evaluation, self-reflection is a significant part in sustaining the competences developed throughout the processes. In accordance to Schön (1987), this reflection is more closely related to individual competence development and rational thinking than to any specific discipline (Neumann Jr, 1999). Interactions and learning by doing have the potential to build competences that are relevant for public servants' daily working life (Jeon & Kim, 2012). ...
... Public servants showed a constant reflection of their progress that has been facilitated by the framework of the fellowships, but also emerged through the application of agile methods. While the role of personal reflection for practitioners has been discussed in the literature before (Schön, 1987), the results show room for growth in this area. Public servants throughout the fellowship were able to critically reflect and improve issues arising in the communication and collaboration within the fellowship teams. ...
... First, it provides new empirical insights into informal learning through collaboration with external experts in the public sector, thus enriching existing literature that has focused on intraorganisational developments or the private sector. Second, built on Schön's (1987) reflective practitioner, it highlights the need for reflection in the process of transforming implicit learning into explicit competences. Third, it shows the role of individual public servants as multiplicators within in their organisation. ...
In times of crisis and with the increase of new ways of working, public sector organisations increasingly include agile practices in their working practices. To successfully transform public sector organisations into agile organisations, public servants require a new set of competences. Informal learning is a key element that helps public servants to build and apply these competences, e.g., through the collaboration with external experts in public sector innovation fellowships. To observe how collaborative competences for agile public organisations can be developed successfully by involving external experts, I conducted a case study on two iterations of a public sector innovation fellowship. My findings show that throughout the fellowships, competences are being developed in a collaborative process on a personal and organisational level. The practical application of the learned methods, personal reflection, and the development of organisational networks transform the collaborative into a learning process, allowing public servants to develop new competences and bring them into their organisation.
... Since the introduction of the concept of reflection by Schön (1987), there have been numerous suggestions on how reflection can be used in higher education institutions (HEIs) to improve teaching. Reflective practice has a long history, dating back to Schön's (1987) work, as noted by Ambady (2018). ...
... Since the introduction of the concept of reflection by Schön (1987), there have been numerous suggestions on how reflection can be used in higher education institutions (HEIs) to improve teaching. Reflective practice has a long history, dating back to Schön's (1987) work, as noted by Ambady (2018). The origins of experiential learning can be traced back to John Dewey's (1933) distinction between reasoning and doing. ...
... Teachers deliver a lesson to their peers and then evaluate their own performance, as well as the emotions and learning of their students. According to Schön (1987), a reflective practitioner is someone who can navigate and respond to ambiguity in the classroom while teaching. It is impossible to formalize a teacher's creative problem-solving skills into rules and strategies that other teachers can follow. ...
Teachers are the most important resource in any school system. However, operating at the intersection of knowledge, skills, and the transmission capacity of values through reflective practice can be challenging. This study focuses on the experience and challenges of teachers in higher education institutions (HEIs) in Ethiopian public universities when it comes to reflective practice. To achieve our objective, we used a descriptive survey research design with a mixed research approach to collect primary data from 140 HEIs teachers (127 male and 13 female) at four public universities in Ethiopia. We employed a random sampling technique and utilized questionnaires, and interviews. We used two types of questions to gather data: one to assess the teachers’ experience with reflective practice and levels of instruction, and the other to identify problems and instruction levels. Qualitative data were analyzed through subject description, while quantitative data were tested using descriptive, Pearson correlation, and univariate analysis of ANOVA statistics. The results indicate that the experience of HEIs teachers reveals significant associations in all favorable aspects of reflective practice components (i.e., reflection-in-action, reflection-on-action, reflection-with-action, and self-appraisal). However, some teachers agreed or disagreed that they faced challenges in their teaching experience. Some problems encountered were agreed upon, while others were not. Based on these findings, we provide recommendations for improvement.
... However, the goal is whether these practicums favor the development of critical skills and ensure the formation of professionals who are able to research, reflect and critically approach the learning process (Darling-Hammond 2006;Schön 1987Schön , 1991 Tsafos 2010, pp. 167-8) in realistic conditions (Green et al. 2018) and, in the case of language teaching, the socio-cultural dimension of the linguistic phenomenon, i.e., language diversity and variation (Fairclough 1992(Fairclough , 2001Freire 1984;Luke 2012). ...
... The practicums are conducted in Greece in a systematic manner, mainly in the Pedagogical Departments of Primary or Secondary Education (Androusou and Avgitidou 2013; Avgitidou and Georgiadis 2005;Tsafos 2010), but without a single institutional framework that defines their operation, in contrast to the teaching of cognitive sub-Through the collection and processing of data, which as a process contributes to the updating of the academic curriculum (Avgitidou and Georgiadis 2005), it is possible to identify the factors that influence the cultivation of critical reflexive skills of trainees (Schön 1987(Schön , 1991Zeichner 1995, p. 131;Androusou and Avgitidou 2013;Lithoxoidou and Georgiadou 2023) in the teaching of the Greek language as the first one in primary school. Through convergences and discrepancies in the opinions of the trainees, the effectiveness of the way the practicums are organized and operated on the basis of different models of practice, and the nature of the relationships that the trainees develop with the teachers within the school unit are evaluated (Beck and Kosnik 2002;Fook 2010;Odell 2002, 2007). ...
... Based thus on a variety of research data (diaries, interviews, teaching reports, reflection questionnaires, but also oral narrations), collected in parts since 2011 during the implementation of language practicums at the Department of Primary Education of the University of the Aegean (Oikonomakou 2019), it will be useful, firstly, to outline the impact of different models of practicum (Beck and Kosnik 2002;Schön 1987Schön , 1991Odell 2002, 2007) to the initial education of teachers, but also to the improvement of the quality of language teaching in mainstream educational settings. ...
The main point of this qualitative research is the development of students’ critical reflexive skills in Greek tertiary education, through the study of the effectiveness of different models of organizing practicums, the supervisory relationships that teachers develop in their collaboration, as well as the role of both local and broader socio-cultural context in shaping critically-thinking education professionals. The field of research, which data are extracted from, is primarily the area of initial education of teachers and especially of trainee students of the Pedagogical Departments, but also that of teachers in service at the host schools. With the help of different methodological tools, the aim is to critically highlight issues related to teaching adequacy and readiness, but also to the challenges of language teaching in modern socio-cultural environments, under the burden of the economic crisis and of the health one, recently.
... Simile pratica sollecita sofisticate competenze a livello metacognitivo quali l'analisi riflessiva e la capacità di iscrivere il proprio pensiero in un contesto più ampio, permettendo di riconoscerla quale componente prolungata dell'apprendimento esperienziale (Dewey, 1910) e tassello indispensabile nella risoluzione dei problemi e nell'adattamento alle situazioni professionali complesse (Schön, 1993). Il pedagogista, come e più di altri esperti riflessivi (Schön, 2000), è impegnato in un processo di costante autovalutazione, perfezionamento e sviluppo etico e professionale, nell'ottica di adattare le proprie pratiche educative in risposta alle sfide emergenti, alle esigenze dei soggetti coinvolti nelle azioni educative e agli sviluppi nel campo della formazione. Risulta allora evidente come l'azione educativa sia inevitabilmente interconnessa a quella riflessiva (Fabbri, 2017), la cui sfera riguarda l'insieme articolato delle modalità, delle strategie e dei processi che vengono concretamente attuati nell'evoluzione della riflessione (Nuzzaci, 2011). ...
... Nel corso del focus group, il concetto di riflessione è affiorato in maniera preponderante ed è stato esaminato dai partecipanti con posture particolarmente critiche e profonde. Aspetto che evidenzia l'emergere di un'attitudine alla riflessività e, come vedremo da alcuni commenti che vengono di seguito riportati, anche il riconoscimento da parte dei futuri pedagogisti della sua importanza nell'apprendimento quale mezzo per esplorare a fondo le sfumature dell'esperienza e portare alla luce intuizioni di grande valore (Schön, 2000). Questo lo si evince già dalle parole di uno degli studenti nei primi scambi del focus group: "Per me il costrutto della riflessione si collega molto a quello della crescita […] significa evolvermi, crescere e cercare di scavare dentro di me e non solo, è un dentro di me che però percorre un percorso, quindi è cercare dentro di me non per forza risposte, anche nuove domande […]" (S3). ...
Reflective action allows for the analysis of thoughts, feelings, and behaviours, both of one's own and of others, enabling a better understanding of motivations, perspectives, and relationships. This contribution is part of a larger research project aiming to emphasize the importance of reflexivity and the use of specific technologies to support reflective practice in educational contexts. To foster such processes, a ten-week educational activity was proposed and implemented, supported by a digital portfolio, involving 70 students. At the end of the educational journey, a focus group was conducted to identify and analyse the participants' opinions and awareness. The interview transcription was then analysed using thematic analysis methodology, facilitated using specific software, revealing that the use of tools such as the e-portfolio effectively stimulates critical and analytical understanding of content, leading to increased self-awareness. Additionally, there is a strong indication of the perceived need by male and female students to create suitable spaces and times for reflection, especially in the academic training context, where the speed and abundance of information to be assimilated are often the norm.
... A shift from acquiring knowledge to building knowledge and skills of SDL through RP is crucial to prepare students for life in the twenty-first century (Kaufman, 2003;Miller Juve, 2012). A plethora of previous studies has shown the necessity of RP to promote SDL competencies in learners (Clegg, 2000;Harvey et al., 2016;Karm, 2010;Raven, 2014;Schön, 1987). According to Schön (1983Schön ( , 1987, learners can become self-directed, lifelong learners through RP. ...
... A plethora of previous studies has shown the necessity of RP to promote SDL competencies in learners (Clegg, 2000;Harvey et al., 2016;Karm, 2010;Raven, 2014;Schön, 1987). According to Schön (1983Schön ( , 1987, learners can become self-directed, lifelong learners through RP. In many fields, including medicine, psychology and education, students are often insufficiently prepared for their chosen field. ...
... Im Zentrum dieser Unschärfe und Distanz steht die von Donald Schön (1983;1987) ...
... Wie eingangs formuliert ziehen Bietz und Scherer (2017) in ihrem Anliegen der Verortung reflexiver Prozesse in Bewegung die theoretische Figur einer »reflection-in-action« heran. Sie stützen sich damit auf das Konzept des "reflective practitioners" (Schön, 1983;1987). Zur Präzisierung des Begriffs der Reflexion unterscheidet Schön (1983) zwei Formen: »reflection-in-ac tion« und »reflection-on-action«. ...
Progressing social transformation goes hand in hand with considerable changes, e.g. in the relationships between humans, nature and technology, in social relations as well as in the relationship to (one's own) body. The publication focuses on traditional constants and new meanings of the body in a constantly dynamically changing world. From different disciplinary approaches, subjectivising perspectives of being-a-body as well as functional perspectives of having-a-body are discussed in relation to current questions of movement and sport pedagogical theory, empiricism and practice.
... Practice-oriented programs promote what Redman & Rodrigues (2014) call "the art and craft of teaching" (p. 3) based on a view that there is a specific professional knowledge located in practice, within the classroom walls (Schön, 1987). Although the goals, formats, and approaches vary, Darling-Hammond and Baratz-Snowden (2007) argue that effective practical experiences have the following characteristics: (1) clarity of goals, (2) modeling good practices, (3) frequent opportunities for practice, (4) multiple opportunities to connect the practice to university courses, (5) graduated responsibility for all aspects of classroom teaching, and (6) structured opportunities to reflect on practice (p.124). ...
... Reflection-oriented programs engage future educators in reflection in both theory and practice. This approach is grounded on the concept of "teachers as reflective practitioners" (Schön, 1987). According to Zeichner and Liston (2013) rather than simply encouraging teachers to reflect, there are some essential aspects of reflection including, examining and attempting to solve the dilemmas of classroom practice, being aware of own assumptions and values, being attentive to the institutional and cultural contexts, taking part in curriculum development, and taking responsibility for own professional development. ...
... The design process is a sequence of iterative activities, and it is essential to keep learning and improving the process. As Schön describes (e.g., Schön (1983Schön ( ), (1987), reflective practice is a core of the design process. Although reflection is essential in design practice, Baumer et al. (2014) and Bentvelzen et al. (2022) mentioned a lack of conceptual agreement on the definition of reflection through their systematic reviews. ...
... The design process is a sequence of iterative activities, and it is essential to keep learning and improving the process. As Schön describes (e.g., Schön (1983Schön ( ), (1987), reflective practice is a core of the design process. Although reflection is essential in design practice, Baumer et al. (2014) and Bentvelzen et al. (2022) mentioned a lack of conceptual agreement on the definition of reflection through their systematic reviews. ...
This paper aims to identify gaps between the reflection frameworks and students’ practice. Through a systematic literature review (PRISMA) and a qualitative survey of students, 12 reflection frameworks were reviewed, and the 13 challenges students faced at design projects in two design schools were identified. The results indicate three gaps between theory and students’ practice: skills of designers, granularities of reflection items, and supports of bridging reflection to next actions. This study provides insights for future development of support tools to bridge the gaps in design education.
... Paradoxically, however, although reflection usually implies a deliberate process of focusing on our performance, during ERT there was not always time to think carefully about the shifts in thinking that led to changed actions. In the hurly-burly of ERT, many lecturers did not go beyond the instinctive skill of making some kind of sense of their experiences in action (Schön, 1987). Such reflection mostly occurred in brief, often unmarked moments of pedagogical reasoning as part of the everyday processes of planning, designing, monitoring, observing and making pedagogical decisions in different spaces and time zones, and adapting pedagogical concepts and dictums familiar from face-to-face teaching to the requirements of online T&L. ...
... Time pressure also mitigates efforts towards another layer of reflection, reflection on action (Schön, 1987), which is even more important in evolving resilient teacher agency. Such reflection involves extensive debriefing and discussion of the lessons that arose during the time of disruption. ...
This collection, which centres on the academic as teacher, grew out of the moment of unprecedented change that COVID-19 brought to the world in 2020, when our daily routine of teaching and learning was disrupted. Many of the chapters have a strongly narrative core, recounting the iterative, emergent and imperfect process of designing online courses for Emergency Remote Teaching (ERT). Told to and for other teachers, these stories matter because they transform experience – through reflection – into learning. This work thus contributes to emerging scholarship on pedagogy and disruption in higher education, with a specific focus on the Global South and the ongoing need for contextually relevant, transformative teaching at universities.
Animating the collection is the question that preoccupied us during the pandemic: When all this is over, how do you want your teaching to be different? The authors take stock of what, as lecturers, we want to take with us from ERT and what we might want to leave behind – and work to collectively imagine new possibilities for teaching and learning along the continuum from face-to-face to blended, to fully online. This volume is an opportunity for us to keep sharing our innovations and reflecting on the shifts in teaching, learning, course design and assessment practices that occurred during COVID-19 and continue to reverberate beyond.
Read together, the studies collected in this volume shed light on the broad and complex ecologies of pedagogic agency, frailty and resilience within which lecturers function as teachers in higher education in the South African context. They offer ideas born out of disruption that aim to support lecturers in similar contexts in developing a more just and equitable higher education.
... Modeling, as the fifth component, involves the use of concrete examples or simulations to illustrate the concepts being taught in a context that is easier for students to understand (Lotze, 2014). The sixth component, reflection, provides opportunities for students to examine and understand their own learning process and its impact on their understanding (Schön, 1987). Finally, authentic assessment involves the use of relevant and contextual assessments to evaluate the understanding and skills students gain in situations that are similar to real life (Wiggins et al., 2005). ...
This research aims to produce teaching materials for the Physical Chemistry course that are based on the Contextual Teaching and Learning (CTL) approach that is valid, practical and effective. This research is included in the type of development research that adopts the 4D Model, which has been modified by the researcher from four steps to three research steps. The analysis was carried out in two stages, namely problem analysis and needs analysis. The validity of teaching materials involves material experts, media experts and language experts. The practicality of teaching materials is assessed by filling out a questionnaire by users of teaching materials, namely lecturers and students. The product was tested on students of the Chemistry Education Study Program at Muhammadiyah University, Pontianak. Based on the analysis of student needs, it was found that students need learning resources for Physical Chemistry courses that are based on the Contextual Teaching and Learning (CTL) approach which can support skills in relating the material studied to everyday life. The techniques used are observation, interviews, validation questionnaires and student response questionnaires. The results obtained were that the validity of the material aspect was 98.75%, the media was 87.33%, and the language was 98.00%, which fell into very valid criteria. Practicality based on the student response questionnaire score in individual trials was 95.8% and in small group trials was 89.6%, which is very practical criteria. The effectiveness value obtained on average was 0.67 in individual trials which were in the high criteria and 0.82 in small group trials in the very high criteria.
... Addressing these challenges necessitates a multifaceted approach informed by insights from relevant literature. Schön (1987), for example, promotes the creation of a welcoming institutional environment that values and encourages reflective practice and provides opportunities for professional growth to assist teachers. In addition, Farrell and Hobbs (2008) suggest using technology to speed up reflective processes in order to get around obstacles like time and location restrictions. ...
A reflective practice has been warmly influenced in teacher education and development programs on pedagogical practices. A classroom is like a laboratory where a teacher relates teaching theory to teaching practice and observes the students' responses. This paper attempts to focus on the importance of reflective teaching and check the teachers' awareness of reflective teaching. It shows the need for reflective practice in classroom practices or how a teacher's practice in the classroom can be improved through reflective teaching. The information of this study was generated through secondary sources and interviews of research participants, two English teachers of public schools from different parts of Nepal. Also, the study examines how the teacher educator created opportunities for student teachers to develop their reflective practices during their practice teaching sessions.
... A vivid illustration of the reflective teaching framework in the context of a design studio course was described in The Reflective Practitioner: How Professionals Think in Action (Schön, 1987). In this case, Quist, a studio teacher, tasked all students with designing an elementary school and describing the school's site with diagrams. ...
... For transdisciplinary approaches manifest tangible outcomes conducive to authentic cross-domain interactions beyond subject-based knowledge, programs can utilize novel practices aimed at cultivating learners' reflection-in-action: 'thinking about what we are doing when we are doing it with a view to making any changes needed during the event' (Schön in Corrall 2017: 27). This concept differs from reflection-on-action (Schön 1983(Schön , 1987, retrospective reflection that deals with thinking on or about what one has done while evaluating the effectiveness of one's action (Corrall 2017). ...
Traditional disciplinary and interdisciplinary educational models often fall short in enabling students to transform problems and solutions for real-world needs. They restrict learners’ ability to deconstruct problems and innovate beyond their subject-based expertise, hindering the development of reflective practice in new and unknown situations across domains. This paper introduces the Challenge-Based Reflective Learning (CBRL) framework that emphasizes context-driven, challenge-based experiential learning process. It presents a novel approach to understanding cross-boundary interactions and learning, overcoming the limitations of traditional, discipline-bounded models involving inter- and trans-disciplinarity. CBRL cultivates reflective practice by nurturing domain-general competencies and domain-specific skills inherent in concrete human experiences. This paper translates reflective practice theories into actionable methods for higher education, demonstrating their application at the Iovine and Young Academy at the University of Southern California—a school that integrates technology, arts and design, and business and entrepreneurship through its reflective, challenge-driven learning approach. The case study outlines a four-year college curriculum that flexibly incorporates student interests and societal challenges across domains. This paper enhances the scholarship of reflective practice and transdisciplinary education and research, discussing the implications for cultivating new kinds of expertise needed in a postdigital era.
... El interés que suscita la práctica reflexiva se genera a partir de la importancia que tiene para los/as profesores/as la facultad de abordar situaciones imprevistas y complejas en su contexto de trabajo, así como en su apertura al examen crítico y al mejoramiento de la docencia (Beauchamp, 2015;Collin et al., 2012). Desde este punto de vista, se entiende la reflexión desde un enfoque sociocultural como un proceso de pensamiento para dar coherencia a una situación inicialmente incierta (Dewey, 1933;Schön, 1987), por lo tanto, es un ejercicio introspectivo que realiza el/la profesor/a para dar claridad a un evento relacionado con su quehacer pedagógico que le ha dejado inquieto. ...
Actualmente, el mundo se enfrenta a muchos cambios que retan a todos los sistemas educativos. Por ello, es fundamental cuestionarse sobre las mejores formas para enseñar y aprender en este momento. Al respecto, la investigación en educación ha demostrado que la reflexión sobre las prácticas resulta fundamental para innovar; de acuerdo con esto, el objetivo de este estudio fue escuchar la voz del profesorado para conocer sobre qué les interesa reflexionar a nivel pedagógico y cómo lo hacen. Para ello, se asumió la actividad reflexiva desde una perspectiva sociocultural. Se trató de un estudio exploratorio de tipo cualitativo en el que participaron 29 profesores/as de secundaria de la Escuela Tecnológica Instituto Técnico Central, en Bogotá. Los resultados indicaron que el profesorado está interesado en reflexionar acerca de temas relacionados con su propia actuación y rol profesional; al hacerlo, utilizan especialmente, conocimiento experiencial y técnico, más que teórico. Se identificaron también diferencias en intereses según el carácter académico o técnico de las asignaturas que imparten referidas, en especial, a la evaluación, la comunicación y la innovación. El evidenciar estos aspectos permite reconocer distinciones entre áreas y, así, encontrar vías alternas para la generación de conocimiento.
... Stoga ga je lakše sažeti u anegdotski jezik i objasniti iz perspektive djetetova iskustva, što sugerira anegdotalni, interpretativni i fenomenološki diskurs (van Manen, 1995(van Manen, , 2012 kojim se može poboljšati normativna osjetljivost. Fenomenološku tradiciju reinterpretacije takta posebno zastupa van Manen (1991Manen ( , 2015 konceptom pedagoške promišljenosti i takta, koji snažno utječe na koncept reflektivnog praktičara (Schön, 1987). Ukazujući na problem odnosa teorije i prakse, van Manen (2015) ističe da se taktičnost nikada ne može sveobuhvatno shvatiti metodama društvene znanosti, već je potrebno primijeniti fenomenološka načela. ...
... This division has polarized the design community into two camps: one valuing the craft-based, tacit knowledge inherent in practitioners and their artifacts, and the other striving to formalize and sometimes even scientize design into a disciplined field, primarily disseminated through academic text (Poggenpohl, 2009). This segregation profoundly impacts design education (Proulx, 2021;Schön, 1987), which traditionally incorporates both apprenticeship-style learning in design studios (Garrott, 1983;Schön, 1985) and exploration in academic settings such as libraries, labs, and conferences (Schön, 1988). ...
A renewed interest, propelled by the European Bauhaus initiative, has sparked a re-evaluation of design education in response to the growing complexity and interdisciplinary demands of design, encompassing both craftsmanship and academic discipline. While ongoing discussions focus on school types, curriculum development, and pedagogical approaches, there is an oversight in examining the expertise profiles of design educators. These profiles encapsulate the competencies and proficiencies of teaching staff, profoundly influencing the ethos, objectives, philosophy, and substance of education institutions. This paper proposes a theoretical framework delineating three archetypal expertise profiles for design educators: design practitioner, design researcher, and hybrid, nuanced to reflect the multifaceted nature of design expertise. Drawing insights from design history, theory, and professional experience, this framework holds promise in guiding the cultivation of expertise profiles, prioritizing proficiency enhancement, curation, and recognizing the value of hybrid profiles. We aspire to elevate the quality, relevance, and adaptability of design education amidst the evolving landscape of contemporary design.
... The managers need development programs due to continued obsolescence of their knowledge, skills and abilities. Managers' growth is needed if they are to stay competitive in a rapidly changing technological environment [Schon (1987)]. Personal and professional development due to executive education programs must be objectively measured to uncover to what degree or level the stated objectives of the program met the needs of such managers. ...
Session 2660 Universal Leadership Education And Development for Managers and Engineers (U LEAD ME)
Hamid Khan Ball State University
Four years of undergraduate engineering education is not a panacea of success for engineers. Evidence suggests that most engineers need to learn the art of management when they have become successful as engineers but poor as managers of people, and must move on as more successful managers of technology and people. [Drucker (1991)]
But, such characteristics must be developed by programming and intervention and by tapping into the hidden (latent) potential of engineers as they work on the job. These management development programs must be effective from four desirable aspects -- (i) reaction to the intervention, (ii) knowledge gained for immediate analysis and use, (iii) demonstrated change of behavior in making decisions, and finally (iv) the impact in the job, on subordinates, and the employing organization [Kirkpatrick (1979)].
The criteria employed in the evaluation of management development program must be measurable yet defensible [Guba & Lincoln (1982)]. This is a quantitative research demonstrating the fulfillment of the professional needs of engineers with regard to their management development. The instruments used for this research have been widely accepted for professional development for effectiveness and for highlighting the correlates of importance of managerial skills, competence of managerial skills, managerial background variables, learning style inventory, and leadership style inventory. Such correlates are important for projecting engineering executives' success.
The Importance of the Study
The importance of the research lies in determining the usefulness of a professional education program for practicing managers [Grotelueschen (1986)]. The managers need development programs due to continued obsolescence of their knowledge, skills and abilities. Managers' growth is needed if they are to stay competitive in a rapidly changing technological environment [Schon (1987)]. Personal and professional development due to executive education programs must be objectively measured to uncover to what degree or level the stated objectives of the program met the needs of such managers.
It is all the more important for the international managers and engineers on global assignments because their professional competence and effectiveness depends on the use of immediately updated knowledge and skill. The international managers face obsolescence more quickly and more rapidly as the international strategy for global competitiveness changes very swiftly. Executive Development Associates study has shown that the multinational companies believe that their most important priority of the millennium is the human resource development. The instruments have been designed to gather evidence regarding how well participants
... Reflection is an essential aspect of professional growth for coaches and has been described as a process that helps turn experience into knowledge (11,17). A coach's ability to reflect provides the opportunity to build on technical rationality (i.e., scientific knowledge) and to develop professional artistry (i.e., practical knowledge) (24,25). Reflective practice helps a coach link their knowledge to practice, improving what they do and how they do it. ...
... Given that the nature of the tutor training alluded to incorporates reflective practice, a theoretical grounding that undergirds study is reflective practice. The origins and evolution of reflective practice in the context of education can be traced to the seminal works of the likes of Dewey (1933), Schön (1983;1987), Beauchamp (2006;2015) and Mezirow (1998). Recently, Winberg et al. offered an important groundwork in their work titled 'A reflection on critical reflection in professional education research', thereby critically reflecting on key tenets for universities of technology, namely, work-integrated learning, entrepreneurship, research innovation and curriculum development. ...
Tutor training is an essential component of any university’s tutoring programme, but the role of tutor training is often understudied. Underpinned by a reflective practice theoretical lens, this study investigated the perceptions of tutors regarding the tutor training they receive at the beginning of the semester, with the thesis that tutor training imbues tutors with essential skills. A quantitative approach was assumed, buttressed by a positivist worldview. A sample was drawn from tutors who participated in the tutor training (n=69), whereas a self-administered questionnaire was used to collect data. Statistical analysis was conducted through the Independent Samples t-test (One-sample t-test). Results reveal that tutors who participated in the survey felt more confident, personally developed, more empathetic, and skilled in academic areas such as writing and student diversity. Training appears to help them understand the dynamics of teaching and learning and contributes positively to their work as tutors. The main implication of the study is that universities should invest in tutor training.
... Forskningsintressen 1 34 Schön (1983Schön ( , 1987; Shulman (1986Shulman ( , 1987; Braun & Clarke (2006); Marton (1981Marton ( , 1997 Vi ser i figur 3 att det största (röda) klustret av intellektuella, som behandlar lärarkunskap med exempelvis referenser till Lee Shulman (1986) och Ference Marton (1981) är centralt placerad på kartan med nära kopplingar till flera kluster, exempelvis det gröna som behandlar professionalism och professio-nalisering. Delar av detta professionsinriktade kluster dragit sig norrut, med referenser som Marilyn Cochran-Smith (1999) och Daniel Alvunger och Ninni Wahlström (2018). Inkilat mellan det röda och det gröna klustret hittar vi en annan del av ett professionskluster med referenser till Thomas Scheff (1990) och Gert Biesta (2017). ...
Syftet med denna artikel är att presentera en övergripande bibliometrisk utforskning och analys av konversationer inom lärarutbildningsforskning och hur denna komplexa verksamhet organiserar sig i form av forskningsproblem, kunskapsintressen och intellektuella traditioner. Analyserna behandlar de noder och nätverk som formas av länkar mellan publikationer genom konversationer i forskarsamhället. I fokus står svensk lärarutbildningsforskning och hur denna länkas till internationell forskning inom området. Undersökningarna bygger på de resurser som citeringsdatabasen Web of Science och analysverktyget VOSviewer erbjuder. Vi identifierade 23 866 publikationer totalt, varav 358 hade anknytning till Sverige. En omfattande expansion av publikationer har skett under senare år – såväl inom svensk som internationell lärarutbildningsforskning – med en påtaglig anglo-saxisk dominans inom området. Explorativa klusteranalyser utifrån länkar mellan publikationer gav olika forskningsfronter med skilda problem och ansatser som behandlades i skilda nätverk. Vi kunde också identifiera särskilda intellektuella traditioner och förgrundsfigurer i olika nätverk. Svensk och internationell forskning uppvisade här åtskilliga likheter i sin organisering. Våra studier visar på ett fragmenterat forskningsfält positionerat i olika sammanhang och kunskapsintressen. Forskarsamhället behöver reflektera över skillnader i inriktning och lokalisering av forskningsproblem inom fältet samt analysera varför dessa uppstår liksom innebörder av att lärarutbildning förflyttas mellan olika forskningsfronter och traditioner.
... Representados na Figura Kolb (1984), o qual inclui as etapas relacionadas: experimentar, refletir, pensar e agir. Os vínculos com as práticas reflexivas, no momento em que se constrói o relato de experiência, evidenciam a existência de uma reflexão na ação e outra sobre a ação, defendidas por Schön (1987). Ampliando o aspecto reflexivo do relato de experiência, é possível recuperar os passos da trajetória, percorrendo, assim, o ciclo proposto por Gibbs (1988) que inclui: descrição, percepção, avaliação, análise, conclusões, e plano de ação. ...
The technique of concept mapping fosters both personal and collective autonomy by promoting promoting the exercise of various cognitive skills, which favor creativity and logical thinking. Due to the importance of practicing the construction of scientific texts, our aim was to examine the scholarly outputs generated within the framework of teaching and learning through concept mapping, with a focus on uncovering indications of empowerment in the exploration of underrepresented zoological taxa. The present research followed the methodology of content analysis to examine publications developed by students together with the authors of this writing and associated researchers. Specifically, productions that used the conceptual integration tool to elucidate the taxonomic, phylogenetic and ecological contents of neglected fauna groups were selected for analysis. Our examination of these documents reveals that active student involvement is stimulated through the exploration of abstract concepts pertaining to enigmatic invertebrates, providing the development of scientific writing skills in the realm of biodiversity studies. Such experiences serve as evidence of empowerment within higher education, while also fostering a deeper sense of belonging to biological diversity and its environmental interrelations.
... This pedagogical approach was informed by reflective pedagogy and a social constructivist approach (Kiraly, 2000), with the aim of allowing for experiential and situated hands-on learning (González-Davies and Enríquez-Raído, 2016); this approach seemed adequate for the course type (a seminar and not a classical lecture). We sought to provide the framework for self-paced learning, supporting our students on their educational pathways towards becoming, in Schön's (1990) words, "reflective practitioners" (see also Boéri and Manuel Jerez, 2011), while at the same time bearing in mind the ethical implications of focusing on and working in this specific context, both from a teachers' and a learners' perspective (Pacheco Aguilar and Dizdar, 2020). Though the course contained elements of community-based learning (we did not expect them to work in the field as interpreters but assumed that some of them would have experience as volunteer interpreters), our approach was not a form of service learning (Lesch, 2011) but included elements of hands-on ethnography. ...
Healthcare interpreting in Japan has a history of approximately twenty years. Currently, local governments and NPOs dispatch their trained interpreters, or hospitals hire their own interpret- ers. As interpreting services are not positioned as public services, Japan still needs integrated education systems, curricula, accreditation, and dispatching systems. In 2014, the Japanese Ministry of Health, Labor, and Welfare published a training curriculum and a textbook for healthcare interpreters. Also, private third-party certification for individual interpreters has started. We surveyed our Association members to learn about their training experiences and awareness of certification.
... However, how this changeover is achieved remains underexplained in literature. The design practice of reframing the problem situation in relevant new ways is widely considered to be one of the core activities of design (e.g., Cross, 2006;Lawson, 2006;Paton & Dorst, 2011;Schon, 1983;Schön, 1987). However important this activity is, only very limited research on how reframing works is available within the design field. ...
Systemic design aims for desirable change in complex, multi-stakeholder social systems in approaching complex societal challenges. For such social innovation to be effectively implemented, multiple stakeholders in organisations are often required to change their (course of) action. To enable such actions, an acceptance of a reframe of the challenge is often required. In this paper, we argue that an organisation can be considered the manifestation of its members' frames at any given time. Innovation and design practitioners experience challenges creating the desired change of action in organisational settings following a reframing activity. Since frames are social constructs, we argue that the social dynamics of influence on frame acceptance is an important concept to consider. We define social dynamics as the ways and extent to which the behaviour of actors in a social interaction influences the thinking and doing of other actors in that interaction. Understanding this might help develop strategies to increase the impact of innovation efforts in complex organisational and systemic settings. In this paper, we conceptualise the social dynamics of frame acceptance through a literature review of frames, organisations, reframing, and innovation. We conclude with a research agenda to work towards an improved understanding of how social dynamics influence frame acceptance in reframing processes in organisational settings.
... and (c) encouraging constant reflection on the entire process (Schön, 1987). To allow participants to practice aesthetic education and to improve their approach, they were asked to create and lead three different activities, each lasting 50 to 75 minutes (equivalent to a regular class period). ...
One of the two primary skills that are expected of teachers in Quebec is to act as cultural facilitators. This skill is also required for artists who work with teachers and students in cultural activities. However, many teachers and artists feel incompetent in this area. To address this issue, an action research project was conducted to provide aesthetic education to teachers and artists in order to develop their skills in cultural mediation. The study involved eight participants, including two teachers and six artists, and aimed to explore how aesthetic education could enhance their professional practice. We gathered data from semi-structured interviews, meeting minutes, logbooks, and activities created by the participants. A qualitative interpretive approach was applied to analyze the collected data. The findings indicate that aesthetic education confirmed and improved their existing practice. They also emphasized the importance of providing experimentation opportunities, time, and guidance to support the cultural competence of both teachers and artists.
... The notion of reflective practice as a means of professional development was later highlighted by Donald Schön (1987), and promoted reflection as an important tool for beginning teachers to improve their practice. Thuynsma (2001) discussed reflection in teaching as when teachers encounter uncertain conditions or critical incidents. ...
... It is worth noting that the ability to frame a problem situation in a new and different light is considered one of the key characteristics of design thinking (Cross 2006;Lawson 2006;Schön 1987;Schön 1995). Framing and specifically "reframing" is discussed later in this chapter, under Dorst's proposed framework. ...
This thesis explores the landscape of human-centered design as found in South African healthcare. It then applies this framework in the context of radiology departments and environments in public hospitals in South Africa. Various design approaches as well as design processes are investigated, critiqued, and compared. By doing so a design framework purpose-built for use in a South African healthcare environment is created, and a case study is conducted. The end result being recommendations for improvements in radiology environments to address the specific themes that emerged from research.
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We present mechanical sympathy as a generative design concept for cultivating somaesthetic relationships with machines and machine-like systems. We identify the qualities of mechanical sympathy using the design case of How to Train your Drone (HTTYD), a unique human-drone research product designed to explore the process by which people discover and co-create the somaesthetic potential of drones. We articulate the qualities-(i) machine-agency, (ii) oscillations , and (iii) aesthetic pursuits-by using descriptive and refective accounts of our design strategies and of our co-creators engaging with the system. We also discuss how each quality can extend soma design research; conceptualizing of appreciative, temporal, and idiosyncratic relationships with machines that can complement technical learning and enrich human-machine interaction. Finally, we ground our concept in a similar selection of works from across the HCI community.
To maintain elderly individuals' ability to live independently in their own homes, technologies such as sensors and the Internet of Things can be used to facilitate real-time monitoring and automate emergency detection and alerts to enable first responders to deliver help on time. This study examines the design problems associated with such activity monitoring systems, particularly how to support the situational awareness of community first responders who are located remotely and do not have professional healthcare knowledge. Based on a three-year action design research study that investigated a sensor-based monitoring system for elderly people deployed in a natural community setting, we develop abstract design knowledge. Four design principles aimed at enhancing responders' perceptions, comprehension, and projection of information are proposed to promote informed decision-making and timely responses by drawing on the situational awareness model. In addition to the nascent design knowledge regarding remote activity monitoring in different instances, this study extends our knowledge of the community-based model by foregrounding its multiplicity and the active roles of community stakeholders in providing care to elderly people.
This study examines the relationship between students' metacognitive awareness, academic goal orientations, and design course grades as a design learning criterion in design education and proposes improvements for future design education. Based on the view that metacognitive awareness and academic goal orientations are important in student's academic success, this study investigates whether there is a difference among students with different metacognitive awareness levels concerning their academic goal orientations and design course grades. The study was carried out with 84 undergraduate architecture students. Students were divided into two groups: students with high and low metacognitive awareness levels using the non-hierarchical cluster analysis method. Metacognitive Awareness Inventory and Academic Goal Orientation Questionnaire were used in the study. The results indicate that there is a statistically significant difference between the two groups, and it is a large effect size. Additionally, relationships between goal orientation, grades, and metacognitive awareness were determined.
This study, designed as action research within the scope of a teaching practice course to develop preservice preschool teachers’ reflective thinking skills, was conducted with the voluntary participation of eight fourth-year preservice teachers enrolled in a preschool teaching undergraduate programme. In this study, the cooperative action research method was used. Preservice teachers involved in the action research process have tried to develop their reflective thinking skills in the teaching practice course. An initial focus group interview was held with the preservice teachers within the scope of the action research. After the interview, the action plan activities were carried out, the preservice teachers wrote reflective journal entries about their practices in preschool educational institutions for eight weeks and produced participatory outcomes within the scope of the action plan activities. They then filled out performance evaluation forms for the teaching profession at the end of the action plan activities. an assessment was conducted in a focus group interview after the action plan activities were completed. The findings were analysed by qualitative methods. According to the results of the study, through action research activities, preschool preservice teachers develop existing knowledge about reflective thinking, and, it has been determined that they have changed and reflective thinking levels have moved from the technical level to a higher level, which is contextual and critical.
Abstract: There is increasing support for the constructive approach in learning and teaching to respond the changes and challenges facing higher education; an approach that is particularly suitable for architectural education and design studio pedagogy. While the studio environment has been promoted as an ideal educational setting for project-based disciplines, few qualitative studies have been undertaken in a comprehensive way. This study responds to this need by adopting Grounded Theory methodology in a qualitative comparative approach. The research aim is to explore the limitations and benefits of a face-to-face design studio as well as a virtual design studio to achieve a suitable platform to establish the best and maximum learning situation. The main outcome is a holistic multidimensional blended model being sufficiently flexible to adapt to various settings, in the process, facilitating constructive learning through self-determination, self-management and personalization of the learning environment. The model was tested in 2013 in the third year architecture course at Art University of Isfahan. The author's role in the study was to teach the students and attend all the sessions as an active researcher observer. Volunteer students participated in a discussion group discussing their experiences at the end of the semester. Full access to the web-based design studio and archives of the design process was the most important benefit and technical internet problem and limited virtual partnership is the most important limitation of this experience.
Agir en tant que médiateur culturel est une compétence professionnelle attendue des enseignants québécois et des artistes appelés à intervenir auprès des élèves. Or, plusieurs se disent peu outillés pour exercer ce rôle. C’est afin d’aider les enseignants et les artistes dans leur rôle de médiateur culturel que nous avons mis en place une recherche-action qui poursuivait l’objectif général d’offrir une formation en éducation esthétique, une approche utilisée aux États-Unis pour soutenir les actions en médiation culturelle. La formation, constituée de six rencontres, visait à diffuser auprès des participants ce qu’est l’éducation esthétique et à les amener à expérimenter en classe des activités basées sur celle-ci. Nous avons suivi huit participants (deux enseignants, six artistes) afin de décrire l’influence de l’éducation esthétique sur leur compréhension de leur rôle de médiateur culturel et sur leur pratique professionnelle. Les données, de nature qualitative, ont été collectées par des entretiens semi-dirigés, un compte rendu de chacune des rencontres, un journal de bord et les activités créées par les participants. L’analyse thématique a permis de dégager deux principaux résultats : la formation en éducation esthétique a confirmé et enrichi la pratique professionnelle des participants, et a modifié, pour certains, la représentation qu’ils se font de leur rôle de médiateur culturel.
The Bauhaus School, founded in 1919 in Weimar, Germany, by Walter Gropius, was a landmark in the history of design as a discipline, and its influence can still be seen today in design education and in the commercial world. The school was also a workplace, commercializing Bauhaus-designed products. While drawing global interest in its innovations, the school also faced resistance in Germany because it challenged conventions and was finally closed down shortly after the Nazis took power in 1933.
An interest in design integration across school subjects emerged in the 1990s because of pressures on teachers to develop competencies deemed valuable to students for the 21st century, such as problem-solving skills and creative thinking. The 2000s also witnessed a rise in design across higher education curricula. Like schoolteachers at the turn of the century, educators in universities started looking for ways to catch up with their institutions’ move toward marketization initiatives. This article compares the rise of design in schools with higher education. It shows that in both cases, design was adopted as a response to calls for teaching students economic-driven educational goals. The article also provides a possible explanation of why, unlike the variation in types of design taught to school students, design-based learning in higher education focuses on one type, and that is design thinking. The article then presents findings from a qualitative interview study with non-design students across programs who challenge us to consider other types of design they experience and how design learning outcomes are valuable to higher education students beyond market-centric goals.
Studies have shown that novice teachers’ reflective writing tends to be descriptive and justificatory, without much connection to theory and practice or growth and development (Freese, Teaching and Teacher Education, 22, 100–119, 2006; Rodgers, Voices inside schools. Harvard Educational Review, 72, 230–253, 2002). This study used teachers’ performance-based assessment data to explore how language teacher candidates write reflective responses about their own practice and to identify ways to support this type of writing. The investigation aims to determine levels and dimensions of reflection as well as common discourse moves and steps (Swales, Genre analysis: English in academic and research settings. Cambridge University Press, 1990; Research genres: Explorations and applications. Cambridge: Cambridge University Press, 2004) in teacher candidates’ reflective writing through the development and use of a specially tailored, user-friendly rubric (based on Jay & Johnson, Teaching and Teacher Education, 18, 73–85, 2002 and Ward & McCotter, Teaching and Teacher Education 20, 243–257, 2004). A quantitative analysis of the data showed that most of the teachers’ writing involved a focus on descriptive reflection of classroom actions with some related explanation and evaluation, and that reflection involving deeper analysis and changes in teacher practices were scarce. The outcomes of the study serve to guide qualitative analyses and identify distinct discourse moves and steps used in reflecting, from descriptive to analytical and from problem-based to improvement-oriented, which can be used to better prepare teacher candidates to write more deeply reflective self-assessments of their own teaching performance.
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