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ERIC Number: ED425518
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
Using Constructivism and Reflective Practice To Bridge the Theory/Practice Gap.
Osterman, Karen F.
Constructivism is a theory about knowledge, whereas reflective practice is a professional development strategy with roots in the constructivist paradigm. A way to integrate these two conceptual frameworks within the context of professional development for prospective administrators is offered here. Constructivism and reflective practice share basic assumptions about knowledge and learning. Central to both is the belief that ideas and action are integral, interdependent, and essential aspects of the learning process. Pedagogical strategies for effective teaching in the context of administration programs include engaging the learner; exploring personal beliefs, knowledge, and experience; challenging ideas and facilitating reconceptualization; and providing opportunities for experimentation and assessment. Since both paradigms assume that learning begins with a personal desire to learn, it is the instructor's initial responsibility to stimulate the learner's interest. Constructivism and reflective practice both emphasize the importance of conceptual conflict, a "perturbation," or problem as stimulus for learning. The principles of constructivism and reflective practice suggest that these general strategies lead more effectively to learning in which the ultimate goal is competent action or improved performance. These strategies are effective because they redefine the purpose of learning, and their application in the professional development setting facilitates the integration of theory into practice. (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A