Exploring the Importance of Intentional Learning Goals on Work-Integrated Learning Placement
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| Title: | Exploring the Importance of Intentional Learning Goals on Work-Integrated Learning Placement |
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| Language: | English |
| Authors: | Buchanan, Sophie, Eady, Michelle J., Dean, Bonnie Amelia |
| Source: | International Journal of Work-Integrated Learning. 2022 23(1):113-127. |
| Availability: | 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/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Preservice Teachers, Intentional Learning, Work Experience Programs, Foreign Countries, Rural Areas, Reflection, Assignments, Learning Activities, Educational Objectives |
| Geographic Terms: | Australia |
| ISSN: | 2538-1032 |
| Abstract: | This study examines initial teacher education (ITE) student's utilisation of intentional learning goals from critical reflection as they enter and participate in a work-integrated learning (WIL) placement at a regional Australian university. Fourteen ITE students were interviewed on two occasions during a three-week placement in a rural or remote area to elicit greater understanding of the use of critical reflection in practice. Thematic analysis of student responses led to findings on the usefulness of devising learning goals for practice and how the application of critical reflection can be encouraged. These findings emphasise how students grapple with connecting university assignments and activities as meaningful for practice. It also highlights the benefits to professional learning when learning goals are employed. The findings of this study suggest the need for a shared understanding of the importance of critical reflection by workplace educators, WIL supervisors and ITE students. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1346538 |
| Database: | ERIC |
| Abstract: | This study examines initial teacher education (ITE) student's utilisation of intentional learning goals from critical reflection as they enter and participate in a work-integrated learning (WIL) placement at a regional Australian university. Fourteen ITE students were interviewed on two occasions during a three-week placement in a rural or remote area to elicit greater understanding of the use of critical reflection in practice. Thematic analysis of student responses led to findings on the usefulness of devising learning goals for practice and how the application of critical reflection can be encouraged. These findings emphasise how students grapple with connecting university assignments and activities as meaningful for practice. It also highlights the benefits to professional learning when learning goals are employed. The findings of this study suggest the need for a shared understanding of the importance of critical reflection by workplace educators, WIL supervisors and ITE students. |
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| ISSN: | 2538-1032 |
