Professional education: tensions in subject design and implementation

Macdonald, Doune and Brooker, Ross (1995) Professional education: tensions in subject design and implementation. Education Research and Perspectives, 22 2: 99-109.

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Name Description MIMEType Size Downloads
Author Macdonald, Doune
Brooker, Ross
Title Professional education: tensions in subject design and implementation
Journal name Education Research and Perspectives   Check publisher's open access policy
ISSN 0311-2543
1446-0017
Publication date 1995
Year available 1995
Sub-type Article (original research)
Volume 22
Issue 2
Start page 99
End page 109
Total pages 11
Place of publication Crawley, Perth, WA Australia
Publisher University of Western Australia Department of Education
Collection year 1996
Language eng
Formatted abstract
With optimal workplace performance an economic imperative. the professional practice of university graduates has attracted the attention of government bodies. employer groups and tertiary institutions alike.  Many tertiary courses which involve professional preparation are wrestling with the dual tasks of producing intellectually and technically competent yet socially sensitive graduates. In this paper we review the emerging literature base describing good practice in undergraduate teaching and suggest that typical characteristics drawn from the critical pedagogy paradigm can enrich the practices of university teaching.  Tensions in. and barriers to. adopting these suggested practices are exemplified by drawing upon a case study in. teachereducation stream within a department of human movementstudies.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Human Movement and Nutrition Sciences Publications
 
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Created: Sat, 23 Nov 2013, 15:03:39 EST by Deborah Noon on behalf of School of Human Movement and Nutrition Sciences