Work-Integrated Learning through Peer Narratives about Workplace Experiences

Autor/in	Bernhardsson, Lennarth
Titel	Work-Integrated Learning through Peer Narratives about Workplace Experiences
Quelle	In: International Journal of Work-Integrated Learning, 24 (2023) 2, S.277-291 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Work Experience Programs; Workplace Learning; Seminars; College Students; Internship Programs; Foreign Countries; Focus Groups; Professional Identity; Student Development; Interpersonal Communication; Outcomes of Education; Sweden + Suchen Sie Ihr Suchwort? Seminar; Collegestudent; Berufspraktische Ausbildung; Ausland; Interpersonale Kommunikation; Lernleistung; Schulerfolg; Schweden
Abstract	This article describes students' experiences of different activities arranged by a Swedish university in connection with their internship. The article presents two approaches for conducting seminars while students are on an internship. One student group attends formal, structured seminars while the other group attends seminars in the form of focus groups called huddles, where the theme of conversations is carefully selected and has its origins in students' narratives on their authentic experiences during the internship. The more 'traditional' formal seminars are perceived by the students as scattered, while the conversational approach based on personal experiences helps students to develop a professional identity. Conversational focus groups were perceived as the pedagogical measure that contributes most to students' development. This research emphasized the deep learning afforded students and the insights emerging from the conversations. The organic nature of the conversations enabled development in both intended and unintended learning outcomes. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01