Teaching planning theory as planner roles in urban planning education

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2018-01-01 DOI:10.1080/23752696.2018.1425098

K. Olesen

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引用次数: 17

Abstract

Abstract Planning theory is often portrayed as a subject that urban planning students find too abstract and fail to see the relevance of. This paper advocates the perspective that planning theory can be made more student-friendly. This requires, firstly, that academic discussions about the relevance of planning theory for urban planning practice are integrated into the course module. If students are to appreciate planning theory, it requires that they understand how planning theory can inspire planning practice. Secondly, it requires careful considerations to the pedagogy of planning theory. The paper suggests that teaching planning theory as a variety of planner roles offers a helpful pedagogical approach for helping students construct their identities as urban planners. The paper builds on the author’s own experiences of teaching planning theory in a master’s urban planning programme, and has been written as part of the author’s completion of a pedagogical course for university lecturers (The pedagogical course for university lecturers is a 10 ECTS course for assistant professors, which provides the participants with the pedagogical and didactic foundations for a university career).

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规划理论在城市规划教育中的作用

抽象规划理论通常被描述为城市规划专业的学生觉得过于抽象，看不到它的相关性。这篇论文提倡这样一种观点，即规划理论可以变得更加学生友好。这首先要求将规划理论与城市规划实践相关性的学术讨论纳入课程模块。如果学生要欣赏规划理论，就需要他们了解规划理论如何启发规划实践。其次，它需要对规划理论的教育学进行仔细的思考。本文认为，将规划理论作为各种规划师角色进行教学，为帮助学生构建城市规划师的身份提供了一种有用的教学方法。本文以笔者在城市规划硕士研究生课程中讲授规划理论的亲身经历为基础，作为作者完成大学讲师教学课程的一部分（大学讲师的教学课程是为助理教授开设的10 ECTS课程，为参与者的大学生涯提供教学和教学基础）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.