Charting the Challenges and Paradoxes of Constructivism: A View from Professional Education Export

@article{citeulike:6083166, abstract = {This article examines the implications of constructivist theory for university-level professional education. Constructivist approaches to instructional design promise desirable outcomes for pre-professional education: professionals who think independently, who can frame and define problems and who can evaluate their own choices. However, the trend to constructivism, when coupled with a parallel cultural trend toward the commodification of higher education may, if left unaddressed, lead to pedagogical paradoxes that undermine professional preparedness. We discuss three such paradoxes and conclude by suggesting how constructivist approaches might be reframed to promote a more authentic student-centeredness in higher education professional programs.}, author = {Schweitzer, Lisa and Stephenson, Max}, citeulike-article-id = {6083166}, citeulike-linkout-0 = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ808427}, day = {0}, journal = {Teaching in Higher Education}, keywords = {constructivism, education}, month = {October}, number = {5}, pages = {583--593}, posted-at = {2009-11-07 17:33:25}, priority = {2}, publisher = {Routledge. Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals}, title = {Charting the Challenges and Paradoxes of Constructivism: A View from Professional Education}, url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ808427}, volume = {13}, year = {2008} }

TY - JOUR ID - citeulike:6083166 L3 - citeulike-article-id:6083166 N2 - This article examines the implications of constructivist theory for university-level professional education. Constructivist approaches to instructional design promise desirable outcomes for pre-professional education: professionals who think independently, who can frame and define problems and who can evaluate their own choices. However, the trend to constructivism, when coupled with a parallel cultural trend toward the commodification of higher education may, if left unaddressed, lead to pedagogical paradoxes that undermine professional preparedness. We discuss three such paradoxes and conclude by suggesting how constructivist approaches might be reframed to promote a more authentic student-centeredness in higher education professional programs. IS - 5 JF - Teaching in Higher Education EP - 593 TI - Charting the Challenges and Paradoxes of Constructivism: A View from Professional Education PB - Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals VL - 13 SP - 583 KW - constructivism KW - education AU - Schweitzer, Lisa AU - Stephenson, Max PY - 2008/10/0/ UR - http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ808427 ER -