Inquiry-based learning and undergraduates' professional identity development : assessment of a field research-based course
Articolo
Data di Pubblicazione:
2009
Citazione:
Inquiry-based learning and undergraduates' professional identity development : assessment of a field research-based course / S. Gilardi, E. Lozza. - In: INNOVATIVE HIGHER EDUCATION. - ISSN 0742-5627. - 34:4(2009), pp. 245-256. [10.1007/s10755-009-9109-0]
Abstract:
Innovative strategies in inquiry-based learning are recognized as improving the
quality of higher education learning, but there is a need to explore whether and how these
strategies promote the development of professional identity among undergraduates. In this
article we describe an inquiry-based course, situated in a European context, which is
designed to support students’ professional identity development through reflective practice;
and we present the assessment of students’ learning outcomes. Results highlight the key
roles of field research, peer groups, and a narrative approach in promoting positive student
attitudes toward reflecting on their production of knowledge and in developing their
professional identity.
Tipologia IRIS:
01 - Articolo su periodico
Keywords:
Inquiry-based learning; Professional identity development; Professional practice; Reflexivity
Elenco autori:
S. Gilardi, E. Lozza
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