Evolving Expectations of Professional Practice: Contributions of Conceptual Frameworks and Best Practices From Learning Theories

• In Event: 52.083 - Roundtable Session 19
  In Roundtable Session: 52.083-10 - From Challenges to Opportunities: Pedagogical Principles for the Next Generation of Educating Professionals

Abstract

In education for the professions, we confront the challenge of transforming education for the professions given the changing nature of professional practice in the current cultural, economic and political context. In this presentation, I consider the nature of professional practice, and the implications of major clusters of learning theory for education for the profession (Harris, 2010 a and b)
Effective professional practice is characterized by a combination of: specialized knowledge, practical knowledge and tacit knowledge to address complex and ambiguous problems of practice (Sternberg and Wagner, 1986); reflective practice, for self-assessment and improvement of practice (Schon, 1983, 1987), and professionalism, including trustworthiness (Kennedy et. al., 2008). An exploration of conceptual frameworks and best practices from theories of learning - behavioral, "constructivist" theories and "social cognitive" - demonstrates their convergence in providing practical guidelines for curriculum, instruction and assessment of professionals across the professions.
Behavioral learning theory focuses on evidence of learning, knowledge and competence in behavior change (Skinner, 1954, Shuell, 1986, Custers and Boshuizen, 2002, Wilkerson and Irby, 1998). A significant implication for curriculum is the importance of aligning learning goals and objectives, instruction and assessment. Implications for instruction are the importance of: behavioral objectives, sequenced instruction to achieve the objectives, deliberate practice with supervision, and immediate specific feedback, based on objectives- for learner guidance and motivation.
"Constructivist" learning theory focuses on learning as an active process of learners constructing meaning, motivated by authentic problems. Learners are expected to be self-directed, in identifying their learning needs, with teachers serving as facilitators of learning. Five genres or clusters of constructivist learning theories are: "adult" learning theories (Knowles, 1975); cognitive learning theories (Sternberg and Wagner, 1986); experiential learning theories (Dewey, 1938, Kolb, 1984), reflective practice (Schon, 1983) and transformative learning theory (Mezirow, 1991)
"Social cognitive" learning theories focus on socialization and learning in communities of practice, with learning and professional practice trajectories changing from legitimate peripheral participation to increasingly central participation. The sources of learning are: observation of role models, with reflection, in practice; collaborative learning with peers; and practice with feedback and reflection (Bandura, 1986, Lave and Wenger, 1991, Salomon and Perkins, 1989, Vygotsky, 1978).
I will demonstrate that these three genres of learning theories are complementary, rather than antithetical, in having converging implications for teaching and learning. Most fundamentally, the principles evolving from these learning theories, combined are that: teachers and learners should collaborate in: identifying learning needs; formulating learning objectives; selecting learning experiences and resources; assessing performance in relation to learning objectives; and reflecting on the experience of practice. The three clusters of learning theory converge on the importance of: observation of role models and reflection on these observations; practice, with problems appropriate to the learners' level; reflection about rationales and strategies for practice; developing principles for practice, tested in practice; and timely feedback. These principles support development of professionals who can function effectively, through reflective practice, in the current complex culture in which professional practice is embedded.

Author

• Ilene B. Harris, University of Illinois at Chicago