Exploring Meaningful Experiences Promoting the Development of Graduate Students' Professionalism

Autor/inn/en	Choi, Jasmine; Choi, Ikseon
Titel	Exploring Meaningful Experiences Promoting the Development of Graduate Students' Professionalism
Quelle	In: International Journal of Teaching and Learning in Higher Education, 32 (2020) 3, S.388-401 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Professionalism; Informal Education; Learning Experience; Social Responsibility; Teaching Methods; Program Descriptions; Interdisciplinary Approach; Student Attitudes; Outcomes of Education; Doctoral Students; Doctoral Programs; Professional Development + Suchen Sie Ihr Suchwort? Professionalität; Informelle Bildung; Nichtformale Bildung; Lernerfahrung; Soziale Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Lernleistung; Schulerfolg; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin
Abstract	Graduate education advances students' competencies and skills to prepare them as professionals and should provide various learning experiences to support their development as socially responsible professionals who meet role expectations. Learning experiences that support the development of students' professionalism are discussed in the research, but limitations lie in understanding the constructs of professionalism. In response, this study examined formal and informal learning experiences that influence graduate students' understanding of professionalism and relevant learning experiences that support the development of professionalism. The study concludes with the implications of possible instructional strategies that can be used to promote professionalism in higher education. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01