فرآیند آموزش حرفه ای و رابطه استاد شاگردی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|64354||2014||5 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Procedia - Social and Behavioral Sciences, Volume 122, 19 March 2014, Pages 495–499
There are paradigms, which never change, in architectural education. The most important one of them is that, unlike the education of other occupational groups, it proceeds through master-apprenticeship relationship. As far as the architectural education is concerned, Studio Work primarily comes to mind. In conducting the studio work, the closeness of student-instructor relationship and a flexible educational process is seen. This educational process similarly advances in occupational life after education. In vocational training of architecture, the continuation of studio process which is the focal point of architectural education continues in workshops where the architects work jointly. In the study, comparisons are made among processes in order to prove that the master-apprentice learning method, upon which the architectural education is based, still exists/continues in occupational education. Thus, the importance of this method in architectural profession is revealed.