Purpose: This paper argues the rationale for a model of reflective practice in the formation of young agricultural advisors and to use this model to inform a wider discussion on the importance of the different levels of reflection in agricultural extension higher education.
Design/methodology/approach: The paper presents a model of four reflective practice modules conceived as successive building blocks in the professional development of a reflective agricultural advisor and examines the model through the lens of theory and the lens of experience of the first cohort of students to complete the programme.
Findings: Experiential learning with structured critical reflection is shown to support the integration of knowledge gained into new professional identities as agricultural advisors.
Practical Implications: Curricula for higher education in agricultural extension need to be revitalised and refreshed to address the mismatch between the emphasis on the social dimensions of extension in the literature and the general lack of attention to this in the education and formation of agricultural advisors.
Theoretical Implications: The paper presents a model of reflective practice that draws on experiences in other professions that could be applied to early career and continuing professional development for agricultural advisors.
Originality/Value: By presenting a model for reflective practice, the author intends to stimulate a wider discussion on the importance of the different levels of reflection in agricultural extension higher education. 相似文献
ABSTRACTIn the mid-1970s, a systematic national principal training programme was introduced in Sweden. The aim was to guarantee better-equipped principals in their mission to lead and develop schools in accordance with national steering documents. Since then, the programme has been subjected to changes, but its focus has remained the same. The three-year programme is currently directed at already-employed principals whose efforts are estimated to consume about 20% of their working time. Six universities provide the programme with content that corresponds to thirty higher-education credits. Consequently, the academy has to balance its fundamental role as a critical independent institution and its mission to provide an education that is crucial in the educational steering system. This article presents an historical overview of the programme’s development as well as the current programme’s design and challenges, and it discusses the expected future demands for change. 相似文献
Sternberg (2017) summarizes the history of identification of giftedness in the 20th century and presents a case for the shortcomings of measures such as IQ for problem-solving skills required in the 21st century. The Active Concerned Citizenship and Ethical Leadership (ACCEL) model is proposed to replace the outdated construct of IQ, particularly for the field of gifted education. In this commentary, the mathematical dimensions of ACCEL are teased out in contrast to its presence in psychometric testing. Further, what is considered relevant in mathematics for learners today is addressed in relation to the skills outlined in the ACCEL model. 相似文献
