This paper explores the ways in which the idea of reflective practice is interpreted in courses of professional preparation and development in social work, health and education in one institution of higher education.
It locates the idea of professional preparation in a societal context and identifies the work of Donald Schön as having a continuing influence.
The paper assesses the ways in which course designers have planned student experiences which aim to develop social work, health and education professionals who are critically reflective about their practice.
In each of the three areas the influences of theory, practice, policy and research on course design are identified.
Elements of similarity and distinctiveness emerge from the study of the three areas.
The paper concludes by proposing a research agenda towards a more refined understanding about the place of reflective practice in the education of professionals.
Mots-clés Pascal : Pratique professionnelle, Réflexion, Formation professionnelle, Enseignement supérieur, Travailleur social, Personnel sanitaire, Enseignant, Programme enseignement, Homme, Etudiant, Royaume Uni, Europe
Mots-clés Pascal anglais : Professional practice, Reflection, Occupational training, Graduate level education, Social worker, Health staff, Teacher, Educational program, Human, Student, United Kingdom, Europe
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 98-0162386
Code Inist : 002B30A09. Création : 21/07/1998.