chapter  17
Technology and the reflective practitioner Introduction 182; Schön and the reflective practitioner: teaching, action research and rigorous knowledge 183; The crisis in the teaching and learning of programming 184; Technology and reflective practice in computing 185; Developing rigorous action
ByTom Boyle
Pages 7

The basic practice of teaching in higher education (HE) has been passed on from generation to generation. Those deeply involved in practice may find great difficulty in standing back to critically examine what is happening. It is immanent; it is the framework within which they work; it is not visible from some idealized outside vantage point. However, this situation can also be taken as a productive starting point. The ideas of Donald Schön have been very influential in this respect. For Schön, the detailed, rich knowing-in-action embedded in everyday practice can be the source of powerful, transformative knowledge. We can change inherited education structures, or at least those parts that affect our daily practice, from within.