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Planning education: exchanging approaches to teaching practice-based skills

Ritchie, Heather; Sheppard, Adam; Croft, Nick; Peel, Deborah

Authors

Heather Ritchie

Deborah Peel



Abstract

© 2015 Informa UK Limited, trading as Taylor & Francis Group. Planning curricula have continually evolved to meet changing societal needs, technological change and employer expectations. The professional accrediting body in the United Kingdom, the Royal Town Planning Institute, stipulates the core planning skills required, differentiating between formal classroom-based learning and professional competencies, derived in practice. Previous research identified the need to address perceived inadequacies in graduate planners’ practical skills, such as decision-making, leadership, and communication, including negotiating, influencing and using evidence. Emphasis has also been placed on planning schools sharing innovative practice to improve student learning. This paper critically reflects on the challenges of teaching diverse cohorts and presents the findings from a sponsored teaching exchange research programme. Case studies drawn from each institution are used to illustrate practice-orientated planning education approaches in the classroom to better equip students for the workplace.

Journal Article Type Article
Publication Date Jan 2, 2017
Journal Innovations in Education and Teaching International
Print ISSN 1470-3297
Electronic ISSN 1470-3300
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 54
Issue 1
Pages 3-11
APA6 Citation Ritchie, H., Sheppard, A., Croft, N., & Peel, D. (2017). Planning education: exchanging approaches to teaching practice-based skills. Innovations in Education and Teaching International, 54(1), 3-11. https://doi.org/10.1080/14703297.2015.1095645
DOI https://doi.org/10.1080/14703297.2015.1095645
Keywords planning education, skills, decision-making, employability, competence
Publisher URL http://dx.doi.org/10.1080/14703297.2015.1095645
Additional Information Additional Information : This is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 19 October 2015, available online: http://www.tandfonline....0/14703297.2015.1095645
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