Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/68789
Title: Learning from an action experiment : putting Schon's reciprocal-reflection theory into practice
Authors: Sung Chan, PPL 
Issue Date: 2000
Publisher: Imprint Academic
Source: Cybernetics & human knowing, 2000, v. 7, no. 2-3, p. 13-30 How to cite?
Journal: Cybernetics & human knowing 
Abstract: Schon's reciprocal-reflection theory is theoretically linked to a tradition which aims at developing theories that are useful for educating professionals for practical scholarship. The major contribution of this tradition to the professional education is the development of collaborative-action research as the basic vehicle for educating professionals. Schon's reciprocal-reflection theory represents the most recent endeavour in expanding the meanings and possibilities of collaborative-action research. One of the gaps in Schon's work is a lack of comprehensive conceptualisation of the process of how experienced practitioners, who are expert in a particular practice, acquire new professional knowledge. As an attempt to fill this gap, the author develops a three-stage model to account for the kinds of teaching and learning barriers that the teacher and the learner have to tackle before the latter can learn a new way of constructing a practice world.
URI: http://hdl.handle.net/10397/68789
ISSN: 0907-0877
Appears in Collections:Journal/Magazine Article

Access
View full-text via PolyU eLinks SFX Query
Show full item record

Page view(s)

2
Checked on Dec 11, 2017

Google ScholarTM

Check



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.