Please use this identifier to cite or link to this item: http://vpet.vtc.edu.hk/dspace/handle/999/431
Title: The use of practitioners as part-time faculty in postsecondary professional education
Authors: Chan, Joseph
Issue Date: Nov-2010
Publisher: Canadian Center of Science and Education
Journal: International Education Studies
Abstract: Donald Schon's theory of reflective learning (1983, 1987) has been the model of professional education for decades. Yet little research is done to examine the role of practitioners as part-time teachers in professional education in light of his ideas. This research investigated four programmes of professional education in Hong Kong: (a) a master degree in journalism, (b) a top-up degree in architecture, (c) a professional diploma in architecture, and (d) a higher diploma in visual communication (design). Interviews were conducted with teachers and students. The results confirm Schon's (1983, 1987) concepts about the experiential and artistic nature of professional education, in which coaching and mentoring in practicum are the most effective pedagogy. As development of Schon's theory, the role of practitioner-educators, in the use of professional experience and knowledge rather than textbook in helping students to develop reflective practice, is critical in bridging the gap between the academic and professional worlds. These findings indicated the importance of a restructuring of curriculum and pedagogy and the institutionalization of the role of practitioners as part-time teachers, in order to improve professional education.
Description: Available online pdf via ERIC
Keywords: College faculty
Part time faculty
Professional personnel
Foreign countries
Professional education
Masters degrees
Journalism
Architecture
Communications
Design
Interviews
Student attitudes
College students
Teacher attitudes
Knowledge base for teaching
Competence
Problem based learning
Qualitative research
Technological literacy
Practicums
Case studies
Teaching methods
Staff development
Reflective practice
Teacher education
Type: Article
ISSN: 1913-9020
Links/Full textFull text on ERIC
Appears in Collections:Teaching and Learning

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