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1. Practice ~ reflection ~ learning: work experience in planner education.

Author

Wight, Ian, Kellett, Jon, and Pieters, Johannes (Hans)

Subjects
EDUCATIONAL planning, CONTENT analysis, COOPERATIVE education, CURRICULUM, UNIVERSITIES & colleges
Abstract

This paper reports findings from textual analysis of the journals submitted by students who undertook the 2013 Planning Field Placement Course for the undergraduate degree of Urban and Regional Planning at the University of South Australia. We discuss the extent to which the reflective narratives contained in journal assignments demonstrate student expectations about the goals of work experience and their relative focus on descriptive versus reflective dimensions of work experience learning. We conclude that whilst the learning is quite significant, the extent of reflection on critical issues of professionalism is limited. Different perspectives on practice, reflection and learning seem to be in play, with possibly too much of a silo/solo approach to each. We end with some reflections on the implications for pedagogical practice in relation to work experience programming. [ABSTRACT FROM AUTHOR]

Published
2016
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2. Practice ~ reflection ~ learning: work experience in planner education

Author

Johannes Pieters, Jon Kellett, Ian Wight, Wight, Ian, Kellett, Jon, and Pieters, Johannes (Hans)

Subjects
media_common.quotation_subject, Reflective practice, Geography, Planning and Development, praxis, 0211 other engineering and technologies, 02 engineering and technology, Professionalization, Pedagogy, Regional planning, professionalization, Narrative, Reflection (computer graphics), media_common, computer.programming_language, education, Praxis, learning, pedagogy, 05 social sciences, 050301 education, 021107 urban & regional planning, Planner, Work experience, practice, dialogical inquiry, Management, work-experience, planners, planning, Psychology, 0503 education, computer, professionalism, reflection
Abstract

This paper reports findings from textual analysis of the journals submitted by students who undertook the 2013 Planning Field Placement Course for the undergraduate degree of Urban and Regional Planning at the University of South Australia. We discuss the extent to which the reflective narratives contained in journal assignments demonstrate student expectations about the goals of work experience and their relative focus on descriptive versus reflective dimensions of work experience learning. We conclude that whilst the learning is quite significant, the extent of reflection on critical issues of professionalism is limited. Different perspectives on practice, reflection and learning seem to be in play, with possibly too much of a silo/solo approach to each. We end with some reflections on the implications for pedagogical practice in relation to work experience programming. Refereed/Peer-reviewed

Published
2016

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