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Toward a pedagogy for professional noticing: learning through observation

journal contribution
posted on 01.01.2019, 00:00 authored by D Rooney, David BoudDavid Boud
A necessary skill that underpins all professional practice is noticing that which is salient. Noticing can be learned directly and indirectly through a variety of campus-based and placement activities. This paper suggests that developing a capacity for noticing is under conceptualised and underdeveloped in courses preparing students for the professions. It discusses three aspects of noticing: noticing in context, noticing of significance and noticing learning, and explores the use of these through a case study of simulation in nursing education. The case study points to the importance of close attention to the circumstances in which noticing can be fostered and, in doing so, points toward the potential of developing a pedagogy of professional noticing.

History

Journal

Vocations and learning

Volume

12

Pagination

441 - 457

Publisher

Springer

Location

Cham, Switzerland

ISSN

1874-785X

eISSN

1874-7868

Language

eng

Publication classification

C1 Refereed article in a scholarly journal