Entering the Work of Higher Education: A Study of Novice Practitioners' Learning

Autor/inn/en	Bolitzer, Liza Ann; Christensen, Monica Coen; Williams, Leslie A.
Titel	Entering the Work of Higher Education: A Study of Novice Practitioners' Learning
Quelle	In: Journal of Student Affairs Research and Practice, 56 (2019) 4, S.394-408 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bolitzer, Liza Ann) ORCID (Christensen, Monica Coen) ORCID (Williams, Leslie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2019.1622549
Schlagwörter	Higher Education; Novices; Graduate Students; Masters Programs; Prior Learning; Educational Theories; Internship Programs; Experiential Learning; Student Attitudes; Student Personnel Services; Student Personnel Workers; Learning Processes; Phenomenology; Work Experience + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Vorkenntnisse; Educational theory; Theory of education; Bildungstheorie; Berufspraktische Ausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Learning process; Lernprozess; Phenomenological psychology; Phänomenologie; Psychologie; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	This study examines experiential learning within a higher education master's program through the experience of 15 higher education master's students who participate in a structured internship program. Study findings speak to the importance of facilitating connections between students' prior knowledge, theories of higher education, and on-site internship experiences. Drawing from these findings, the authors offer implications for the integration of these distinct though related contexts of learning within higher education master's programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01