Abstract
Donald Schon’s theory of reflective learning (1983, 1987) has been the model of professional education for decades. Yet little research is done to examine the role of practitioners as part-time teachers in professional education in light of his ideas. This research investigated four programmes of professional education in Hong Kong: (a) a master degree in journalism, (b) a top-up degree in architecture, (c) a professional diploma in architecture, and (d) a higher diploma in visual communication (design). Interviews were conducted with teachers and students. The results confirm Schon’s (1983, 1987) concepts about the experiential and artistic nature of professional education, in which coaching and mentoring in practicum are the most effective pedagogy. As development of Schon's theory, the role of practitioner-educators, in the use of professional experience and knowledge rather than textbook in helping students to develop reflective practice, is critical in bridging the gap between the academic and professional worlds. These findings indicated the importance of a restructuring of curriculum and pedagogy and the institutionalization of the role of practitioners as part-time teachers, in order to improve professional education.
Highlights
In recent years, the employment of part-time teachers is popular in postsecondary institutions around the world today, including Hong Kong, mainly as a result of education funding cuts and unpredictable enrollment numbers
The present study has examined the nature of professional knowledge and the pedagogical model of professional education of four postsecondary programmes in three different professions: (a) journalism, (b) architecture, and (c) design
The results of the present study supported Schon’s (1983, 1987) theory about professional knowledge and professional education and establish, to a certain extent, that practitioners who are part-time teachers play an important role in professional education
Summary
The employment of part-time teachers is popular in postsecondary institutions around the world today, including Hong Kong, mainly as a result of education funding cuts and unpredictable enrollment numbers. The practice has been under attack (Gappa & Leslie, 1993; Hudd, Apgar, Bronson, & Lee, 2009; Pope, 2008; Schmidt, 2008) for causing a decline in academic standards and exploitation of new academic members. Among the part-time faculty, a group of practitioner-part-time-teachers for professional education, due to the nature of professional knowledge and their expertise, have been invaluable to professional education. The popularity of practitioner-part-time-teachers employment is the result of financial reason, and their relevant experience and wisdom
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