Summary. This thesis aims to discuss the term “reflection” and its usability within the Danish sandwich type (vocational/professional) education system, which we approach from the angle of System Theory. One the one hand, we investigate the societal demands, which affect and indeed create the framework for future (professional?) education and train-ing, while one the other hand, we try to clarify and to establish definitions of the term “reflection” from a traditional position. Donald A. Schön has been an important source of inspiration as to our understanding of the term so far. In a further step, we attempt to extend and qualify the term “reflection” in an analysis based on the system theoretical positions of Gregory Bateson and Niklas Luhmann. A model of our understanding of “reflection” in a system theoretical per-spective concludes the theoretical part of the thesis. The empiric part of the thesis demonstrates the significance and use of the term “reflection” within the sandwich type education system, namely in the professional training of social educators and nurses. The empiric data, on which our thesis is based, includes a series of qualita-tive interviews, the legal framework of the professions investigated, as well as an experimental teaching model, “Practicum”, carried out by the Copen-hagen Technical School. The thesis concludes that the term “reflection” has a central significance for students’ learning and development within a sandwich type education sys-tem. It also draws attention to the role of counsellors and tutors with regard to the fact that many students receive insufficient support in their process of reflection. Finally, we suggest some strands of further development for the sandwich type education system.
|Uddannelser||Psykologi, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||1 jun. 2005|
- Niklas Luhmann
- Gregory Bateson