Creating a bridge between theory an practice: Working with key situations
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Author (Corporation)
Publication date
2012
Typ of student thesis
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Type
01A - Journal article
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Parent work
European Journal of Social Education
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DOI of the original publication
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Volume
Issue / Number
22/23
Pages / Duration
60-78
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EUSER
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Abstract
This paper describes an innovative approach to integrating theory and practice. Using a
co-constructivist perspective, which integrates aspects of Wenger’s (1998) Social Theory
of Learning such as communities of practice and other reflective practice approaches the
authors develop a model of working with key situations. It enables the integration of theory
and practice in education and continuing professional development and is based on the
understanding that we are used to learning from each other’s narratives as a basic human
way to pass on knowledge. The learner is guided through a process of reflection, which
facilitates the sharing of knowledge across boundaries of Higher Education and practice.
It involves theoretical, practical and ethical knowledge which is linked to narratives of situations.
These are then assessed on the basis of professional quality standards. Thus,
possible best practice, including possible alternative ways to act are developed.
Keywords
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ISBN
ISSN
2312-8429
2411-9563
2411-9563
Language
English
Created during FHNW affiliation
Unknown
Strategic action fields FHNW
Publication status
Published
Review
No peer review
Open access category
License
Citation
Kunz, R., Tov, E., & Stämpfli, A. (2012). Creating a bridge between theory an practice: Working with key situations. European Journal of Social Education, 22/23, 60–78. http://hdl.handle.net/11654/22751