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dc.contributor.authorKunz, Regula
dc.contributor.authorTov, Eva
dc.contributor.authorStämpfli, Adrian
dc.date.accessioned2016-07-11T20:49:12Z
dc.date.available2016-07-11T20:49:12Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/11654/22751
dc.description.abstractThis 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.
dc.language.isoen_UK
dc.relation.ispartofeuropean-journal-of-social-education
dc.accessRightsAnonymous
dc.subject.ddc360 - Soziale Probleme, Sozialdienste, Versicherungen
dc.titleCreating a bridge between theory an practice: Working with key situations.
dc.type01 - Zeitschriftenartikel, Journalartikel oder Magazin
dc.issue22/23
dc.audienceSonstige
fhnw.publicationStateVeröffentlicht
fhnw.ReviewTypeKein Peer Review
fhnw.InventedHereunbekannt
fhnw.pagination60-78


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