The Use of Practitioners as Part-Time Faculty in Postsecondary Professional Education

Abstract

Donald Schon's theory of reflective learning (1983, 1987) has been the model of professional education for decades. Yet little research is done to examine the role of practitioners as part-time teachers in professional education in light of his ideas. This research investigated four programmes of professional education in Hong Kong: (a) a master degree in journalism, (b) a top-up degree in architecture, (c) a professional diploma in architecture, and (d) a higher diploma in visual communication (design). Interviews were conducted with teachers and students. The results confirm Schon's (1983Schon's ( , 1987 concepts about the experiential and artistic nature of professional education, in which coaching and mentoring in practicum are the most effective pedagogy. As development of Schon's theory, the role of practitioner-educators, in the use of professional experience and knowledge rather than textbook in helping students to develop reflective practice, is critical in bridging the gap between the academic and professional worlds. These findings indicated the importance of a restructuring of curriculum and pedagogy and the institutionalization of the role of practitioners as part-time teachers, in order to improve professional education.

Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities

“…They also play a role in student development into professionals. 24,25 The profile of the sessional teacher needs to be taken into account when designing teaching and learning development policy. 3,26 Traditionally, sessional staff has been recruited from postgraduate students interested in entering academia, with a smaller number being experts from the industry.…”

“…16,25,30 Sessional staff without training describe their initial experiences as "the sink or swim ethos" or "being tossed into the deep end." 28,31 The overall aim of a sessional staff training program is to improve the quality of teaching and, therefore, the standards of higher education institutions.…”