1. HOW PROFESSIONALS LEARN AND ACQUIRE EXPERTISE  Model of professionals as learners:  How professionals know  How professionals incorporate knowledge into practice  Under what conditions professionals learn best  What role prior experience plays in learning

2.  Important for CPE educators  Planning CPE objectives  Learning experiences (activities)  Evaluation of CPE  A model of professionals as learners consistent with the critical viewpoint  Learning based on reflection on practice

3. COGNITIVE PSYCHOLOGY  Study of mind and how it functions  Based on children and with computers (AI)  Focus on acquisition of knowledge and knowledge structures  Model of learner  Learning is active, constructive, and goal- oriented process depending upon the mental activities

4.  Schema theory  How acquired knowledge is organized in the mind  How cognitive structures facilitate the use of knowledge  Schemata  knowledge that we experience (interrelationships between situations and events)  Prototypes in memory of frequently experienced situations  Internal models that professionals use

5. Type of schemata  Declarative knowledge  Procedural knowledge

6. Declarative Knowledge  Knowledge that  Such as 2 + 2 = 4  Knowledge about things  Represented in memory as an interrelated network of facts  Academic knowledge, technical rational knowledge

7. Procedural Knowledge  Knowledge know-how  Such as producing the correct sum when given an addition problem  Practical knowledge; repertoire of examples, metaphors, images, practical principles, scenarios, or rules of thumb  Developed primarily through prior experience

8.  Debate about which knowledge learned first  Given or by doing?  The way a problem is posed determines the way in which it is solved

9.  Learning is an active process  Educator must take into account professionals’ prior knowledge  Understanding and interpretation of the information depend on the availability of appropriate schemata  Discussion will formed new schemata  What the learner does is important

10. SCHON’S MODEL OF PROFESSIONAL PRACTICE  Based on studies of architecture, town planning, management, and organizational consulting  Can be used to analyze other professionals practices to suggest new ways of educating professionals

11. Professional knowledge  Technical Rationality (TR)  Dominant concept of professional knowledge  Knowledge as results form basic and applied research within the university setting  Each profession has a body of knowledge with four properties: specialized, firmly bounded, scientific, and standardized

12.  Professionals select the appropriate information to apply in practice  No different between excellent practitioner and merely adequate one  TR can’t explains the process of professional artistry  According to Schon professional practice is characterized by turning complex situations to situations that the practitioner knows how to solve

13.  Schon suggests to examine professional artistry (how practitioners actually successful in solving indeterminate zones of practice) rather than just application of research-based knowledge.  Schon suggests two form of knowing that are central to professional artistry:  Knowing-in-action (KIA)  Reflection-in-action (RIA)

14. Knowing-in-action  Knowing is in the actions of professionals  Actions are spontaneous no prior systematic thinking  Judgments and decisions made were not based on any rules or theories  This is the normal mode of practical knowledge

15. This form of knowing has three properties  1.actions and judgments made without prior thinking about them  2.not aware having learned to do these things  3.cannot describe the knowledge that the action reveals

16.  Professional practice are characterized by: uniqueness, uncertainty, and value conflict  KIA will not solve a particular problem  Rather, one needs to construct the situation to make it solvable  RIA is the core of professional artistry

17. Reflection-in-action  Professionals reflect in the midst of action  Their thinking reshapes what they are doing while they are doing it  The goal is to change indeterminate situations into determinate ones  The key is to bring past experience to bear on current action

18.  Past experience built up a repertoire of examples, images, understandings, and actions  New situation is seeing as something already present in the repertoire  Past experience can make sense of the current situation  The problem will be looked in a new way

19.  The entire process is achieved in the midst of action:  Rethink some part of KIA  Conduct an on-the-spot experiment to test its utility  Corporate this new understanding into immediate action

20. Acquisition of Professional Knowledge  RIA can generate new practical knowledge which add to the repertoire of knowledge  How RIA is acquired still open for research  RIA can occur spontaneously also but need to be reflected in order to add to the repertoire

21. RIA and Implication to CPE  CPE should combine the teaching of applied science (knowledge generated by research) with coaching in the artistry of RIA  The teaching of applied science should be based on a model of the learner  There is a need to focus directly on the acquisition of RIA

22.  Formal CPE should be a place where practitioners learn to reflect on their own tacit theories  This is a repertoire-building process  Using the case method and case histories will connect university-based research and theories into practical ways of knowing  Improving professionals’ ability to RIA is the basis for professional artistry  RIA also as source of knowledge

23.  RIA must be part of CPE  Professionals would reflect on the frameworks they intuitively bring to their performance  CPE facilitators would teach like coaches; explaining, demonstrating, simulation and reflecting with learners on the frameworks that underlie their work

24. Theories of Expertise in Three Professions  The nature and acquisition of expertise are consistent with the critical viewpoint  Nurses, business executives, and teachers  Studies on practical knowledge: beliefs, insights, and habits  Practical knowledge – through experience

25.  Practical knowledge; time-bound and situation-specific, personally compelling, and directed toward action and it base on technical knowledge  CPE must build on what professionals already believe about their works; uncover their rule of practice, practical principles, and images that guide their practices.

26. A Model of the Learner  Value choice depends on the ends one wish to achieve  Critical viewpoint aims to improve professional artistry or the professionals’ ability to operate in the indeterminate zones of practice  Functionalist viewpoint stresses the importance of acquiring as much technical knowledge (knowledge that) to be applied to practice

27.  The choice of which model of the learner must be situation-specific  Model of learner based on the critical viewpoint:  also recognize the need to learn technical knowledge  Not to be used in all situations  Should be the dominant model  To improve professional artistry

28.  Two forms of knowing should be fostered through CPE: 1.Practical knowledge/procedural knowledge/know-how 2.Reflection-in-action/thinking in action/intuition/problem finding

29.  Practical knowledge  Repertoire of examples, metaphors, images, practical principles, scenarios, or rules of thumb  Unique to own practice  Developed primarily through prior experience  Most professionals are not fully aware of the knowledge in their repertoires  CPE should helps them to make this knowledge explicit in order to develop new knowledge

30.  Reflection-in-action  Professionals use similar skills to construct an understanding of situations both within and outside their practice  CPE strategy to foster these forms of knowing: they can be learned but cannot be taught  Cognitive psychologists: what the learner does is more important in determining what is learned that what the teacher does

31.  In order to develop either kind of knowing CPE should provide experientially based methods such as case studies, coaching, discovery method, etc.  This knowledge also can be acquire through daily practice by doing research in practice  Everyday practice not necessary right  Practical knowledge must be justified on the basis of public criteria rather than private ones