The use of practitioners as part-time faculty in postsecondary professional education

The use of practitioners as part-time faculty in postsecondary professional education

• Chan, Joseph School of Professional and Continuing Education, University of Hong Kong

International Education Studies, 3(4), 36-45, 2010

Canadian Center of Science and Education

2010

• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

College Students Learning Instruction Employment Apprenticeship Professional Development

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

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.
[Copyright of International Education Studies is the property of Canadian Center of Science and Education.
Access via Directory of Open Access Journals: http://ccsenet.org/journal/index.php/ies]

• English

Journal Articles

• 19139020

https://bibliography.lib.eduhk.hk/en/bibs/aa4dd04e

2011-03-01