The Reflective Practitioner

Schön, Donald A.

doi:10.4324/9781315237473

Cited by 1,636 publications

(1,740 citation statements)

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“…definition of professionalism is embedded the idea of autonomy -teachers' ability to make decisions about how to teach, based on their knowledge of subject and students. Schön (1987) also referred to autonomy in his view of professional behavior as practical judgment. The work of Schön (1983) has been misrepresented by researchers who define professionalism in terms of institutional control.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Costello

2017

mje

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This article reports on a study investigating how elementary teachers experienced the literacy initiatives that have been implemented in schools across PEI over the past five years. Such initiatives included the implementation of standardized instructional and assessment materials across the board and the emphasis on consistency of program use, reporting, and evaluation. Data were gathered through an online survey and interviews. Throughout this study, issues of professionalism, emotional impact, and teacher resistance were explored. This article focuses specifically on the issue of teacher professionalism and its relationship with prescribed curriculum. Findings suggest that professionalism is challenged when teachers attempt to adhere to the fidelity of program processes. However, fidelity to the purpose of a program would allow for teacher decision-making and autonomy within the context of any given program or practice.Ce texte présente les résultats d’un projet de recherche explorant la manière dont les enseignants de l’Île-du-Prince-Édouard ont vécu la mise en place d’actions en littératie au cours des cinq dernières années. Des données ont été recueillies à l’aide d’un sondage en ligne et d’entrevues. Au cours de l’enquête, des problématiques relatives au professionnalisme, aux impacts émotionnels et à la résistance des enseignants ont été explorées. Cet article s’attarde particulièrement à la question du professionnalisme enseignant dans le cadre d’un programme prescrit. Les résultats indiquent que lorsque les enseignants tentent de se conformer scrupuleusement aux processus du programme, ceux-ci le font au détriment de leur professionnalisme enseignant. Cependant, être fidèles aux objectifs du programme permettrait aux enseignants de préserver leur capacité à prendre des décisions et leur autonomie et ce, au sein de n’importe lequel programme ou milieu de travail

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Section: Theoretical Frameworkmentioning

confidence: 99%

The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Costello

2017

mje

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“…However the focus on different representational formats in the second revisedBloom dimension does relate to another of White's (1979) features of quality, namely, variety Variety in types of representational formats has been documented by Munby, Russell and Martin (2001), including, inter alia, situated knowledge (Wenger, 1998), knowing-in-action and personal practical knowledge (Schön, 1988), declarative and procedural knowledge (J. R. Anderson, 2010), semantic and episodic knowledge (Tulving, 1972;Tulving & Craik, 2000), conceptual and procedural knowledge (Hiebert, Gallimore, & Stigler, 2002) and metacognitive knowledge (Flavell, 1979;Hacker, Dunlosky, & Graesser, 1998). These classifications of types of knowledge are similar in kind to the variety of memory elements identified in White's (1979) account, but are not identified explicitly in discussions of deep approaches to learning.…”

Section: Features Of Good Quality Learningmentioning

confidence: 99%

Framing the Features of Good-Quality Knowledge for Teachers and Students

Lawson¹,

Askell–Williams²

2012

Enhancing the Quality of Learning

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In this paper we have two concerns. First we consider the features used to describe good quality learning actions and knowledge representations. Our second concern is the need to develop students' knowledge of how to act, during teachinglearning transactions, in order to generate good quality knowledge representations.There is a convergence of views, at a broad level, about the character of good quality knowledge. Although there are frequent specifications of the features of good quality learning these discussions mostly do not build on one another so that a coherent representation of such learning is built up. There is therefore a need to consider further the characteristics of learning that are regarded as being of good quality. For this purpose we set out a framework based around six dimensions of good quality knowledge, namely, extent, well-foundedness, structure, complexity, generativity, and variety of representational format. In the final section of the chapter we advance arguments that point to the need to attend to the state of students' and teachers' knowledge about how to act, in strategic cognitive and metacognitive ways, in order to generate good quality knowledge representations.

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“…Dealing with uncertainty is part of the everyday work of health care professionals and represents the 'messiness' of clinical practice (Schon, 1983). Under the guise of evidence-based medicine, efforts have been made to devolve the uncertainty of clinical decision making to algorithms-logical and highly rational approaches that break decision making down into a series of interlinked steps.…”

Section: Introductionmentioning

confidence: 99%

Cardiopulmonary resuscitation decisions in the emergency department: An ethnography of tacit knowledge in practice

Brummell

Seymour

Higginbottom

2016

Social Science & Medicine

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A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. AbstractDespite media images to the contrary, cardiopulmonary resuscitation in emergency departments is often unsuccessful. The purpose of this ethnographic study was to explore how health care professionals working in two emergency departments in the UK, make decisions to commence, continue or stop resuscitation. Data collection involved participant observation of resuscitation attempts and in-depth interviews with nurses, medical staff and paramedics who had taken part in the attempts. Detailed case examples were constructed for comparative analysis. Findings show that emergency department staff use experience and acquired tacit knowledge to construct a typology of cardiac arrest categories that help them navigate decision making. Categorisation is based on `less is more' heuristics which combine explicit and tacit knowledge to facilitate rapid decisions. Staff then work as a team to rapidly assimilate and interpret information drawn from observations of the patient's body and from technical, biomedical monitoring data. The meaning of technical data is negotiated during staff interaction. This analysis was informed by a theory of `bodily' and `technical' trajectory alignment that was first developed from an ethnography of death and dying in intensive care units. The categorisation of cardiac arrest situations and trajectory alignment are the means by which staff achieve consensus decisions and determine the point at which an attempt should be withdrawn. This enables them to construct an acceptable death in highly challenging circumstances.2

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The Reflective Practitioner

Cited by 1,636 publications

References 0 publications

The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Framing the Features of Good-Quality Knowledge for Teachers and Students

Cardiopulmonary resuscitation decisions in the emergency department: An ethnography of tacit knowledge in practice

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