Teaching as a Clinical Profession

Adapting the Medical Model

Datos Bibliográficos

ID4850254
AutoresAyelet Becher (0000-0003-3860-8006, The Open University of Israel, Ra’anana, Israel, autor de correspondencia), Adam Lefstein (0000-0002-9686-2662, Ben-Gurion University of the Negev, Be’er Sheva, Israel)
Año2021
Volumen72
Número4
Páginas477-488
Fecha de publicación2021-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487120972633
OpenAlexW3109105952
IdiomaEN
Citas recibidas9
Referencias citadas81

One influential way of thinking about teaching is to conceive of it as a clinical profession, similar in important ways to medicine. However, fundamental differences between doctors' and teachers' practice limit the usefulness of the medical model. How can we adapt our understandings of clinical practice in light of the unique aspects of teaching and the context of teachers' work? In this article, we explore the requirements of the central clinical activities of diagnosis, treatment, and inference in teaching; how teachers tend to perform them; and how their performance is shaped by the context of teachers' work. We elaborate each clinical activity's characteristics and explore the unique features and limitations of teaching in relation to it. To account for teaching's unique qualities, we propose adapting the clinical acts of diagnosis, treatment, and inference to include, respectively, prioritization and noticing, disciplined improvisation, and room to maneuver

Clinical Practice · Context (archaeology) · Improvisation · Inference · Mathematics education · Medical education · Relation (database) · Teaching method · Artificial Intelligence · Clinical Reasoning and Diagnostic Skills · Computer Science · Empathy and Medical Education · Innovations in Medical Education · Medicine · Nursing · Psychology