Conceptual Perspectives and the Formal Curriculum

Chapter
Part of the Innovation and Change in Professional Education book series (ICPE, volume 6)

Abstract

This chapter is intended to inform the work of educators for the professions and focuses on the formal curriculum and conceptual perspectives, particularly as they relate to those components of professional education that occur in the practice settings of the workplace. The author presents a definition of the concept of curriculum; discusses the rationale for the pervasive attention to learning in the practice settings of the workplace within professions education curricula, typically very early in the preservice curriculum; and discusses the implications for learning in the workplace of three predominant traditions of scholarship and practice in curriculum studies – the systems, deliberative curriculum inquiry, and “reconceptualist” approaches.

Keywords

Professional Education Practice Setting Professional Practice Curriculum Design Workplace Learning 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.College of Medicine, University of IllinoisChicagoUSA

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