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Taking professional practice seriously : implications for deliberate course design

Boud, David 2016, Taking professional practice seriously : implications for deliberate course design. In Trede, Franziska and McEwan, Celina (ed), Educating the deliberate professional : preparing for future practices, Springer, Cham, Switzerland, pp.157-173, doi: 10.1007/978-3-319-32958-1_11.

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Title Taking professional practice seriously : implications for deliberate course design
Author(s) Boud, David
Title of book Educating the deliberate professional : preparing for future practices
Editor(s) Trede, Franziska
McEwan, Celina
Publication date 2016
Series Professional and practice-based learning, v.17
Chapter number 11
Total chapters 15
Start page 157
End page 173
Total pages 17
Publisher Springer
Place of Publication Cham, Switzerland
Summary Much rhetoric is deployed on arguing that university courses should prepare students for the world of work. Indeed, the main rationale for courses for the professions is that they contribute to preparing students to become effective practitioners. Some professions recognise that there is a transitional period following graduation needed in this process. There is a basic assumption though that, whatever additional elements may also be needed to aid transition, the course itself is the main foundation. There is no shortage of features of courses claimed to prepare students for practice: various kinds of work-integrated learning, placements and practical work, authentic tasks and assessment activities, and indeed entire approaches to the curriculum that focus students’ attention on the kinds of issues that practitioners deal with (e.g. problem-based learning). But can it be reasonably claimed that such approaches recognise the nature of practice? This chapter suggests that courses tend to be poor exemplars of good educational practice for the professions. They have a poorly conceptualised view of what it is that professionals do. They are governed by what is involved in teaching within academic disciplines. They trap students in current knowledge without the capacity to move beyond it. And they do not have a strong sense that courses need to be actively designed and redesigned to produce graduates that will be deliberate professionals. The chapter provides, not a prescription of what is needed for a new curriculum, but an argument for how it might be developed and applied. That is, what educators themselves need to do to become deliberate professionals.
ISBN 9783319329581
9783319329567
Language eng
DOI 10.1007/978-3-319-32958-1_11
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930103 Learner Development
HERDC Research category B1.1 Book chapter
Copyright notice ©2015, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071993

Document type: Book Chapter
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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