Reflective practice in the design studio and teacher education
In Schon's account, the distinguishing feature of professional work is its 'designlike' character. For Schon, professional training (including teacher preparation) involves engagement in design experiments in virtual worlds he calls 'reflective practica'. Some teacher educators have developed models of teacher preparation following Schon's guidelines. Others have expressed reservations about his framework. But there has not yet been adequate critical assessment of the conceptual fit between Schon's framework and teacher preparation. This study contributes such an assessment. After providing a map through Schon's system of ideas I proffer two conclusions. First, conventional school teaching is not 'designlike' in Schon's sense. Second, teacher training cannot adequately be conducted 'off-line' in the virtual spaces Schon calls 'reflective practica'.
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