Stämpfli, Adrian
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Schlüsselsituationen der Sozialen Arbeit: Professionalität durch Wissen, Reflexion und Diskurs in Communities of Practice
2016, Tov, Eva, Kunz, Regula, Stämpfli, Adrian
Schlüsselsituationen der Sozialen Arbeit: Durch Reflexion und Diskurs Wissen für die Praxisausbildung sichtbar machen
2014-02-01T00:00:00Z, Kunz, Regula, Stämpfli, Adrian, Tov, Eva, Roth, Claudia, Merten, Ueli
Virtuelle Community of Practice. Fachdiskurs und Wissensintegration mittels Schlüsselsituationen der Sozialen Arbeit
2012, Kunz, Regula, Stämpfli, Adrian, Tov, Eva, Tschopp, Dominik
Improving professionalism through reflection and discourse in communities of practice: the key situations in social work model and project
2016, Stämpfli, Adrian, Tov, Eva, Kunz, Regula, Tschopp, Dominik, Eugster Stamm, Stefan
Schlüsselsituationen der Sozialen Arbeit. Professionalität durch Wissen, Reflexion und Diskurs in Communities of Practice
2013-09-01T00:00:00Z, Tov, Eva, Kunz, Regula, Stämpfli, Adrian
Schlüsselsituationen der Sozialen Arbeit als Scharnier zwischen Theorie, Wissenschaft und Praxis
2014-04-01T00:00:00Z, Stämpfli, Adrian, Kunz, Regula, Tov, Eva, Unterkoffler, Ursula, Oestreicher, Elke
Creating a bridge between theory an practice: Working with key situations
2012, Kunz, Regula, Tov, Eva, Stämpfli, Adrian
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.