#PARADIGM SHIFT PSYCHOLOGY DRIVER#
The affordances of the metaphor of outsideness are outlined in relation to the construction of knowledge through the sharing and exploration of personal and cultural perspectives, asking questions to resolve doubt, and as a driver of purposeful academic. This chapter describes two conceptual frameworks for the analysis of online knowledge building: outsideness and developing adaptive expertise.
#PARADIGM SHIFT PSYCHOLOGY PROFESSIONAL#
A new model for the assessment of coaches is discussed, together with implications of the proposed change for professional bodies and educators of coaches. We argue that by seeing the coaching engagement as a complex adaptive system, a different conceptual approach to the assessment of coaches is needed, one that focuses on capabilities rather than competencies alone. Lastly, we question whether the existing paradigms, on which many assessment systems are based, effectively represent the coaching interaction. The third debate concerns the extent to which competency frameworks are appropriate for coach assessment. We then move on to discuss the degree to which the gradation of coaching expertise in assessment is justified. We start by highlighting the divide that seems to be emerging in coaching between academia and the professional bodies. In this conceptual paper we open four specific debates in order to explore inherent problems associated with this. One solution to this need has been provided by professional bodies that assess coaches as part of their accreditation systems, often using competency frameworks. Organisations that use coaching programmes express their need for the assessment of coaches to ensure quality of provision. In both cases, there is a dynamics of legitimization of Zhou Dunyi’s role in order to create a Neo-Confucian philosophical and moral paradigm: this paper is an attempt to explain this process of formation and legitimization.
Zhou Dunyi’s individuality is established by an integration of two conceptual frameworks: one focuses on the historical representation, the other stresses the value of his Neo-Confucian personality. Zhou Dunyi, according to their different uses of historiographical materials and epistemological assumptions, we aim to provide a portray of Zhou Dunyi in relation to the context of Daoxue. Through a relevant translation and analysis of two textual typologies, namely the biographical chronology (nianpu) and the official biography (liezhuan) of. This study presents a critical investigation on the biographical sources of the Neo-Confucian philosopher Zhou Dunyi (1017–1073), recognized as a pioneer of the tradition of Learning of the Way (Daoxue), also translated as Neo-Confucianism. This paper also highlights the three major contents of NCF-2005i.e learning and knowledge, curricular areas, School and classroom. This paper explicates the background of constructivism and presents a paradigm shift from the traditional classroomtoConstructivist classroom. There is a paradigm shift from Behaviouristic psychology to Constructivistic psychology. The present article is based on the concept of two major psychologies one is Behaviourism and another is Constructivist psychology. When describing the shift from teaching to learning educators sometimes revert to catchphrases such as "hands-on learning", "active engagement of learner and depth over breadth. If the teacher adopts a particular version of constructivism it has important implications for classroom practices. Constructivism, like other approaches, comes in varying shades. Constructivism refers to a set of related theories that deal with the nature of knowledge. The influence of the two theoretical families varies by era and area, the variant of both have had an enormous influence on many aspects of education. So that Behaviourism and constructivism are two of the most influential theoretical frameworks in education. Developmental psychology provided some answer to how children learn, think, and understand concepts as they grew chronologically while work in social psychology revealed that learning takes place in a cultural setting. A variety of research approaches and methods have evolved in studying how humans learn.
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