Donald A. Schön’s research while affiliated with Massachusetts Institute of Technology and other places

... Le seul élément de consensus et de clarté au sein des textes institutionnels semble relever de l'argumentaire y étant déployé pour soutenir le caractère potentiellement heuristique du territoire apprenant dans le système éducatif. Cet argumentaire puise dans les modèles et soubassements théoriques relatifs aux communautés apprenantes (ministère de l'Éducation nationale, 2021a), aux communautés d'apprentissage professionnelles (Leclerc, 2012;Organisation de Coopération et de Développement Économiques, 2020a) ou encore aux organisations apprenantes (Argyris & Schön, 1996;Organisation de Coopération et de Développement Économiques, 2018) ...

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Territoires apprenants : cadrage politique et objet de recherche

... Though likely to be brief, reflection-in-action should not be considered lightly. Schön (1992) viewed the process as "getting in touch with the understandings we form spontaneously in the midst of action. It is central to the work of criticism, coaching, learning, and teaching" (p. ...

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Formative Supervision's Effects on Trusting Administrator-Teacher Relationships and Teachers' Professional Growth

... Other theories cited in the studies are often mentioned in conjunction with those of Senge [30,53] and Marsick and Watkins [63,74]. These include several theories of Argyris and Schön [68,71], such as organizational learning, workplace learning, and single-and double-loop learning that are cited in fives studies [67,69,72,97,98] while three studies reference Örtenblad's [87] theory on learning organization and organizational learning [86,95,98]. Lastly, two studies mention Wenger's [76] theory of individual and collective learning [72,77], and two mention Garvin's [41,109] theory on the learning organization and learning orientation [98,108]. ...

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Conceptualizing the learning organization in nursing homes: a scoping review

... Finally, organizational learning theory (Argyris and Schön 1997;Senge 1990) and emotional events theory (Weiss and Cropanzano 1996) emphasize the need of a supportive environment in establishing a learning orientation. If they prioritize learning, encourage a growth attitude, and provide psychological stability, entrepreneurs are more likely to see Content courtesy of Springer Nature, terms of use apply. ...

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Entrepreneurial learning from failure: a systematic review and bibliometric analysis on its theoretical foundations, antecedents, outcomes, and an agenda for future research

... C'est exactement à cela que peut servir l'évaluation : tendre un miroir le moins déformant possible aux pratiques et s'appuyer sur les pratiques réflexives pour leur assigner une valeur. À la « parenthèse réflexive » évoquée supra, Schön apporte un régime expérientiel enrichi : plus qu'une simple évaluation des conséquences de la loi (what we do / what we get), il propose un apprentissage en « double boucle », permettant d'interroger le fondement même d'une action publique (Why we do what we do) -Argyris et Schön, 2002. À propos de l'évaluation de dispositifs éducatifs états-uniens, l'agenda PBE est défendu avec ferveur par certains auteurs (Bryk et al., 2015). ...

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Olivier BAGUELIN, Laurent DUCLOS, L’évaluation des politiques de l’emploi au régime de l’expérimentation | La preuve de concept [introduction], Revue Socio-économie du travail, 02-2023, # 14, p.17-52

... Hvis etikken oppfattes så forenklet og ikke oppleves dekkende for reell kommunikasjon, hvis grensene er rigide eller uklare, er sannsynligheten der for at det utvikles praksiser basert på erfaringer som ikke fagliggjøres. Hvis avstanden mellom føringer for profesjonen og faktiske erfaringer blir for stor, er det en tendens at profesjonsutøvere utvikler en praksis som balanserer mellom krav og forventing (Schön, 1995). I tolking kan vi forstille oss to ytterpunkter hvis vi tar utgangspunkt i at det i vårt materiale var viktig i alle gruppene å signalisere hierarki i talespråket: Noen vil gjøre det (målorientert) andre vil la vaere (kildeorientert). ...

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Risiko i tolkemediert interaksjon – tolken tolker (ikke) alt

... At its core, design represents a practice of 'intentional change' [37], where practitioners aim to create new realities that do not yet exist. Unlike traditional scientific methods, design processes are emergent and contingent, unfolding in response to evolving constraints, goals, and interpretations [7,48,55]. Designers often operate in what Schön termed "messy situations" [47], which are typically complex and under-determined with potentially infinite sources of information, constraints, and possibilities [3,44]. In such settings, design is not simply problem-solving; rather, it involves framing what is at stake and how to proceed [47]. ...

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Coping with Uncertainty in UX Design Practice: Practitioner Strategies and Judgment

... To some extent, scholars have investigated how engineering designers consider broader aspects of the design context, for example, Schön determined that experienced designers followed implicit patterns of reasoning that were contextually dependent (Schön 1988) and reflectively interpret context as they proceed through their design processes (Schön 1983). C. Atman et al. (2009) uncovered that contextual issues drove engineering design processes as teams regularly toggled between discussing "close" and "broad" factors during team discussions. ...

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Characterizing the use of contextual factors in engineering design: an exploration of global health designer practice

... 4-5). So, in this endeavor, we may need the help of learning tools such as threshold theory active methodologies (Kabo et al., 2009) and action research (Argyris & Schön, 1989). ...

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Sociological, postcolonial, and critical theory foundations of engineering ethics education

... Where learning is the primary interest of assessment (AaL), not only is it important to engage coaches in the goals and quality criteria (described in section two), the insights generated from this process (which we can define as feedback, see above) are a catalyst for reflection (Carless, 2007). Critical reflection, or working toward developing an epistemology of professional practice, as Schön (2001) terms it, is important in those professional contexts characterized by complexity, instability, and uncertainty. In contexts such as these, like coaching, technical law-like solutions do not apply since problems are often poorly defined, messy, and in constant flux (Schön, 2001). ...

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If Assessment Is Learning, Then What?