Professional Practice in Education: Research and Issues

1996 ◽  
Vol 40 (3) ◽  
pp. 235-247 ◽  
Author(s):  
Paul Hager
Keyword(s):  
Education Research ◽  
Cognitive Psychology ◽  
Professional Practice ◽  
Learning Theory ◽  
Workplace Learning ◽  
Situated Learning ◽  
Management Theory ◽  
Special Issue

AS pointed out in my Introduction to this Special Issue, there have been various reasons for the recent increasing interest in researching and reforming professional practice. A major reason is our limited understanding of the nature of professional practice itself. Professional practice is a typical interdisciplinary topic which can be viewed, and has been viewed, from the perspective of a variety of disciplines and fields, such as sociology, cognitive psychology, philosophy, management theory, economics, and learning theory. As well, there are various literatures which are arguably relevant to an understanding of professional practice, even though their main foci are somewhat different. These include research on the nature of expertise, on workplace learning, on situated learning, etc. Hence research on professional practice represents a convergence of rather diverse literatures. This paper will provide a brief critical outline of the main findings of some of these relevant literatures and a discussion of the implications of these overall findings for professional practice.

Expanding Foresight Evaluation Capacity

2019 ◽  
Vol 11 (4) ◽  
pp. 287-291
Author(s):  
Annette L. Gardner ◽  
Peter Bishop
Keyword(s):  
Decision Making ◽  
Professional Practice ◽  
Health Sector ◽  
Systematic Evaluation ◽  
Special Issue ◽  
Scenario Development ◽  
Evaluation Capacity ◽  
The Subject ◽  
Evaluation Approaches

The subject of evaluating foresight work has been around for almost as long as the professional practice itself has, but the field has done little to move closer to a systematic evaluation of its work. This special issue marks the second collection of articles on that project after a special issue of Futures in 2012 (Van Der Duin and Van Der Martin 2012). This issue takes a three-part approach: Part 1: evaluation of foresight in general and evaluation approaches and methods that can support designing an appropriate evaluation; Part 2: evaluation of foresight work in organizations and its impact on long-term thinking and decision-making; and Part 3: evaluation of specific foresight activities—an undergraduate learner foresight experience and a health sector scenario development exercise. The foreword ends with a reflection on the continuing issue of foresight and evaluation.

scholarly journals Introduction to special issue: an exploration of child and youth care pedagogy and curriculum

2021 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sandrina de Finney ◽  
Natasha Blanchet-Cohen
Keyword(s):  
Postsecondary Education ◽  
Social Services ◽  
Situated Learning ◽  
Empirical Studies ◽  
Youth Care ◽  
Future Research ◽  
Youth Work ◽  
Preservice Education ◽  
Special Issue ◽  
Child And Youth Care

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant. Keywords: child and youth care (CYC), youth work, human/social services, pedagogy, curriculum, higher education, praxis, preservice education

Education Research and Scholarship in an Intercultural Context

2020 ◽  
pp. 118-133
Author(s):  
Beena Giridharan
Keyword(s):  
Education Research ◽  
Second Language ◽  
Cognitive Psychology ◽  
Applied Linguistics ◽  
Vocabulary Development ◽  
Lexical Representation ◽  
Vocabulary Strategies ◽  
Inquiry Process ◽  
Explicit Teaching ◽  
L2 Learners

In this chapter, the research framework for a study that focused on the development of a second language vocabulary acquisition model in a tertiary setting is presented. This study is an investigation of lexical inferencing strategies specifically employed by second language (L2) learners, and focuses on whether the explicit teaching of effective vocabulary strategies benefited learners in developing vocabulary. The framework presented here draws on theories of learning from the fields of education, applied linguistics, vocabulary development, and cognitive psychology. Several theoretical standpoints on vocabulary development, and factors such as lexical representation, theoretical constructs in reading comprehension, and vocabulary processing in tertiary L2 learners, and socio-linguistics were considered in the design and inquiry process of the study, which was set in an intercultural context. The nature of scholarship involved in this exercise is referenced and its relationship to research paradigms is discussed.

Dynamic Learning as Entrepreneurial Action in the Context of Open Innovation

2011 ◽  
pp. 199-223
Author(s):  
Nicholas Theodorakopoulos ◽  
Catarina Figueira ◽  
Nada Kakabadse ◽  
Andrew Kakabadse
Keyword(s):  
Product Development ◽  
New Product Development ◽  
Learning Theory ◽  
Situated Learning ◽  
Open Innovation ◽  
Small Firms ◽  
Competitive Performance ◽  
Dynamic Learning ◽  
Scholarly Discussion ◽  
Entrepreneurial Action

Recent scholarly discussion on open innovation put forward the notion that an organisation’s ability to internalise external knowledge and learn from various sources in undertaking new product development is crucial to its competitive performance. Nevertheless, little attention has been paid to how growth-oriented small firms identify and exploit entrepreneurial opportunities (i.e. take entrepreneurial action) related to such development, in an open innovation context, from a social learning perspective. This chapter, based on an instrumental case-firm, demonstrates analytically how learning as entrepreneurial action takes place, drawing on situated learning theory. It is argued that such learning is dynamic in nature and is founded on specific organising principles that foster both inter- and intracommunal learning.

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