Using theories of professional knowledge and reflective practice to influence educational change

Abstract

Theories of professional knowledge and reflective practice were used in the development of a new postgraduate programme. Central to the curriculum design was the acknowledgement that a wealth of knowledge creation takes place outside the academic setting. The existing experience of practitioners is an important source of knowledge, and the ability to reflect on and share experience is a powerful form of learning. These concepts were integrated into the curriculum, and the paper gives a number of examples to demonstrate how the programme works in practice.