This book presents new research into programs suggesting how best to prepare students for professional work and discusses different types of knowledge taught and learned. The book moves away from the current theory-practice divide to explore the concept of coherence as a way to overcome the dichotomy between different types and aspects of knowledge.
This book presents new research into programs suggesting how best to prepare students for professional work and discusses different types of knowledge taught and learned. The book moves away from the current theory-practice divide to explore the concept of coherence as a way to overcome the dichotomy between different types and aspects of knowledge.
Jens-Christian Smeby is Professor and Deputy Director at the Centre for the Study of Professions, Oslo and Akershus University College of Applied Sciences, Norway. Molly Sutphen is Associate Director and Teaching and Learning Coordinator at the Center for Faculty Excellence, University of North Carolina at Chapel Hill, USA.
Inhaltsangabe
1. Introduction 2. Academic drift in vocational education? 3. Tensions between academic and vocational demands 4. Insights into teacher education from cross-field studies of professional preparation 5. Coherence: A longitudinal approach 6. Multiple bridges between theory and practice 7. Research-based education in undergraduate professional programmes 8. Professionalism and evidence-based practice 9. Using dialogical pedagogies to cope with fragmentation in nursing education 10. The practice turn: Research-informed clinical teacher education in two countries 11. Concluding remarks
1. Introduction 2. Academic drift in vocational education? 3. Tensions between academic and vocational demands 4. Insights into teacher education from cross-field studies of professional preparation 5. Coherence: A longitudinal approach 6. Multiple bridges between theory and practice 7. Research-based education in undergraduate professional programmes 8. Professionalism and evidence-based practice 9. Using dialogical pedagogies to cope with fragmentation in nursing education 10. The practice turn: Research-informed clinical teacher education in two countries 11. Concluding remarks
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