Teaching Practice: A Cross-Professional Perspective
Tóm tắt
This study investigates how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The work is located within research on professional education, and research on the teaching and learning of practice.
The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs, specifically preparation for relational practices.
The research took place in eight professional education programs located in seminaries, schools of professional psychology, and universities across the country.
Our research participants include faculty members, students, and administrators at each of these eight programs.
This research is a comparative case study of professional education across three different professions—the clergy, clinical psychology, and teaching. Our data include qualitative case studies of eight preparation programs: two teacher education programs, three seminaries, and three clinical psychology programs.
For each institution, we conducted site visits that included interviews with administrators, faculty, and staff; observations of multiple classes and field-work; and focus groups with students who were either at the midpoint or at the end of their programs.
We have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice. Representations of practice comprise the different ways that practice is represented in professional education and what these various representations make visible to novices. Decomposition of practice involves breaking down practice into its constituent parts for the purposes of teaching and learning. Approximations of practice refer to opportunities to engage in practices that are more or less proximal to the practices of a profession. In this article, we define and provide examples of the representation, decomposition, and approximation of practice from our study of professional education in the clergy, clinical psychology, and teaching. We conclude that, in the program we studied, prospective teachers have fewer opportunities to engage in approximations that focus on contingent, interactive practice than do novices in the other two professions we studied.
Từ khóa
Tài liệu tham khảo
BarnesL. B., ChristensenC. R. & HansenA. J. (1994). Teaching and the case method (3rd ed.). Boston: Harvard Business School Press.
Barrows H. S., 1996, Bringing problem-based learning to higher education: Theory and practice, 3
Becker H., 1961, Boys in white: Student culture in medical school.
Belenky M. F., 1986, Women's ways of knowing: The development of self, voice, and mind
Chaiklin S., 1996, Understanding practice: Perspectives on activity and context.
Clift R. T., 2005, Studying teacher education, 309
Cohen D., 2005, Educational deliberations, 278
Conant J., 1963, The education of American teachers.
Dewey J., 1965, Teacher education in America: A documentary history, 140
Doidge C., 2006, The Crit: An architecture student's handbook
Dykstra C., 1991, Shifting boundaries: Contextual approaches to the structure of theological education, 35
Epstein C. F., 1988, Deceptive distinctions: Sex, gender, and the social order
Ericsson K. A., 2002, The pursuit of excellence in education, 21
Foster C. R., 2006, Educating clergy: Teaching practices and pastoral imagination
Franke M., 2006, Using representations of practice in teacher education
Gilligan C., 1982, In a different voice: Psychological theory and women's development
Goffman E., 1974, Frame analysis: An essay on the organization of experience.
Groopman J., 2002, The New Yorker, 62
Hutchins E., 1996, Understanding practice: Perspectives on activity and context, 35
Igra D., 2004, Intentional and unintentional modeling in medicine
Kazemi E., 2007, Conceptualizing and using routines of practice in mathematics teaching to advance professional education.
Lampert M., 2001, Teaching problems and the problems of teaching
Lampert M., 1998, Teaching, multimedia, and mathematics: Investigations of real practice.
Larrabee M. J., 1992, An ethic of care: Feminist and interdisciplinary perspectives
Lortie D. C., 1975, Schoolteacher.
Miller P. G., 1995, Cultural practices as contexts for development, 5
MillerW. R. & RollnickS. (2002) Motivational interviewing: Preparing people for change (2nd ed.). New York: Guilford Press.
Mudge L. S., 1987, Formation and reflection: The promise of practical theology.
Norcross J., 2002, Psychotherapy relationships that work: Therapist responsiveness to patients.
O'Connor J., 1996, Current Sociology, 44, 13
Schön D. A., 1987, Educating the reflective practitioner
Silverman R., 1992, Case studies for teacher problem solving
Simpson I. H., 1979, From student to nurse: A longitudinal study of socialization.
Spiro R. J., 2003, Educational Technology, 44, 5
Sullivan W. M., 2007, Educating lawyers: Preparation for the profession of law.
U.S. Department of Labor, Bureau of Labor Statistics., 2007, Women in the labor force: A databook