The Practice-Based Learning of Educators: A Co-Emergent Perspective

Autor/in	Fenwick, Tara J.
Titel	The Practice-Based Learning of Educators: A Co-Emergent Perspective
Quelle	In: Scholar-Practitioner Quarterly, 2 (2004) 4, S.43-59 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-9392
Schlagwörter	Stellungnahme; Experiential Learning; Learning Theories; Reflective Teaching; Portfolio Assessment; Learning Processes; Adjustment (to Environment); Educational Environment; Educational Practices; Teaching Experience; Professional Development; Learning Experience + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Portfoliobeurteilung; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Lernerfahrung
Abstract	Practice-based or experiential learning has come to be dominated by mentalist models of reflection on experience. The argument here is that these models split mind from body and subject from environment in ways that yield problematic practices. An alternate conception of practice-based learning is offered here, based on the notion of "co-emergence." According to complexity theory, co-emergence is a key dimension characterizing complex adaptive systems such as classrooms, schools, and communities of practice. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10