Conceptualising an approach to clinical reasoning in the education profession

Abstract

An increasing number of teaching qualifications are underpinned by the concept of clinical practice (Alter & Coggshall, 2009;McLean Davies et al., 2013) and draw on clinical education research in the health professions. Teaching as a clinical practice profession is an emergent approach in teacher education. Clinical practice is not a wholesale shift in approach; rather it is a change in perspective that has the capacity to create changes in thinking about learning and teaching. The concept of clinical reasoning presented in this paper is offered as a key element in teacher education that requires greater emphasis. By moving away from apprenticeship and craft frameworks of teaching that were ..