反思在哥本哈根商学院MPA项目教学思维和实践中的作用

IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Public Administration Pub Date : 2013-03-01 DOI:10.1177/0144739413478962

J. R. Ry Nielsen

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引用次数: 5

摘要

反思在哥本哈根商学院公共管理硕士课程的教学思维和实践中发挥着重要作用。因此，它被嵌入到我们基于Argyris, Schön, Vygotsky，圣吉，Lave和Wenger以及沙因的思想而开发的教学模式之一中。该模型有四个相互关联的维度:挑战、反馈、心理安全和反思。根据之前的文章、采访和参与者的文章，以及作者自己的知识，概述了节目前、期间和之后令人惊讶的无数反思可能性。文章最后提出了改进建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The role of reflection in the pedagogical thinking and practice of the MPA programme at Copenhagen Business School

Reflection plays a significant role in the pedagogical thinking and practice at the Copenhagen Business School Master of Public Administration Programme. It is thus embedded in one of the pedagogical models we have developed based on ideas from Argyris, Schön, Vygotsky, Senge, Lave and Wenger, and Schein. The model has four interrelated dimensions: challenges, feedback, psychological safety, and reflection. Based on previous articles, interviews and essays from participants, and the author’s own knowledge, the surprisingly numerous possibilities for reflection before, during, and after the programme are outlined. The article concludes with suggestions for improvements.

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.