Learner identity and transition: an ethnographic exploration of undergraduate trajectories

Abstract

This paper considers ethnographic data collected during undergraduate students' transition to Higher Education (H.E.) Drawing on Lave and Wenger's (1991) Communities of Practice theory the research focuses on the psychological process of identity as a trajectory, considering how reconciliation and negotiation of identities across and between communities influences transition. We aimed to explore the academic practices which construct the transition experience, to analyse those practices in terms of student identity and participation and to explore some of the psychological mechanisms which underpin transition to H.E. The data sources included observations, informal social interactions, one to one interviews and document analysis. Data collection took place over the first term of an undergraduate course. A theoretical thematic analysis was undertaken investigating the ways in which identity shaped participation, the practices that influenced participation and how participation subsequently influenced learner identity. We argue that the reconciliation of past, present and future identities is psychologically challenging for students during educational transition and this influences individual trajectories. Some practices assumed an already autonomous learner rather than enabling development of autonomy. Inability to participate in valued (and often implicit) academic practice was seen to negatively influence learner identities, delaying full participation. The focus for transition research could therefore consider enabling systems and practices which acknowledge differences and fully support successful changes in learner identity.

Formation of higher education (HE) learner identity among community college transfer students in Hong Kong

“…Turner and Tobbell (2018) explain a connection between participation and learner identity. That is, one's willingness to engage depends on how he or she is connected to a specific community.…”

“…Learner identity is understood to be a temporary identity which can be changed by participating in a new learning environment (MacFarlane, 2018; Turner and Tobbel, 2018). Kolb and Kolb (2009) posit that “people with a learner identity sees themselves as learners, seek and engage life experiences with a learning attitude and believe in their ability to learn” (p. 1).…”

Theorising about learning and knowing

“…We must not, therefore, assume that students are readily equipped to cope with the transition to their new learning environment. They must be responsible for their own learning, feel comfortable in asking for help, be equipped with the skill to access the tools and resources that the institution has to offer (Turner and Tobbell, 2017). The challenge of a perspective which focuses on how and what we teach lies in recognising individual participation in programme outcomes; each student approaches their work in a very different way; the transition to undergraduate and postgraduate study is fraught with challenges to individual identity and engagement in personal as well as institutional practice to enable learning (Tobbell and O'Donnell, 2013).…”

Care Leavers and Children’s Services: Exploring the Utility of Communities of Practice in Theorising Transition

“…However, its analytical power in theorising transition has been widely recognised. (Turner and Tobbell, 2018, Tobbell and O'Donnell, 2013, Turner, 2013, Crafter and Maunder, 2012. Transition can be understood as a negotiation between the individual and their social contexts.…”