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The centrality of service learning in the development of students’ professional practice has received worldwide attention. Exposure to appropriately designed service learning experience determines the acquisition of graduate attributes. This article addresses a study in which the key question was: What methods and strategies do students and their clinical supervisors find beneficial in improving their learning experiences during service learning placements? Drawing on the views and experiences of a group of final year occupational therapy (OT) students and their supervisors, the initial focus is on concepts in learning relevant to service learning and professional development, including Vygotsky's zone of proximal development (ZPD), the capability approach and collaborative and peer assisted learning. This is followed by an overview of the methodology and an analysis of the students’ and clinical supervisors’ experiences during service learning. The discussion focuses on the implications of the study findings for practice within a service learning context to enhance the alignment of institutional practices with students’ needs. 相似文献
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Rubby Dhunpath 《International journal of qualitative studies in education》2013,26(5):543-551
Biographies, life histories and other modes of narrative research enjoy increasing popularity as an alternate research genre. However, its status as a legitimate research methodology continues to be challenged by the positivist/empiricist tradition with its artificial dichotomy between qualitative and quantitative approaches to research. This paper critically explores some of the joys and perils of narrative research and its value for educational research in general. In proposing biographical research as a counterculture to traditional methods, this paper examines the potential of biographies in understanding the lives of educators. 相似文献
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