Vocational Learning in the Frame of a Developing Identity

Guenther, John

doi:10.1007/978-94-007-1539-4_13

Cited by 5 publications

(6 citation statements)

References 7 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, as one evaluator puts it, “research is broader in its scope than evaluation research” (Vedung, 2004, p. 111). Guenther and Arnott (2011) describe that in the education field, the “tacit distinction between research and evaluation has been such that the latter is subsumed by the former” (p. 11).…”

Section: What Is Evaluation?mentioning

confidence: 99%

What Is Evaluation?: Perspectives of How Evaluation Differs (or Not) From Research

Linnell

2020

American Journal of Evaluation

View full text Add to dashboard Cite

With a lack of consensus of what evaluation is within the field of evaluation, there is a difficulty in communicating to nonevaluators what evaluation is and how evaluation differs from research. To understand how evaluation is defined, both evaluators and researchers were asked how they defined evaluation and, if at all, differentiated evaluation from research. Overall, evaluators believed research and evaluation intersect, whereas researchers believed evaluation is a subcomponent of research. Furthermore, evaluators perceived greater differences between evaluation and research than researchers did, particularly in characteristics relevant at the beginning (e.g., purpose, questions, audience) and end (e.g., rendering value judgments, disseminating results) of studies. This study suggests that greater consensus on a definition of evaluation is needed to be able to distinguish the field and discipline of evaluation from related fields and to be able to communicate this information to nonevaluators.

show abstract

Section: What Is Evaluation?mentioning

confidence: 99%

What Is Evaluation?: Perspectives of How Evaluation Differs (or Not) From Research

Linnell

2020

American Journal of Evaluation

View full text Add to dashboard Cite

show abstract

“…While identity capital can be built and drawn on (as an asset) in a number of contexts, it is likely, in the context of education, training and economic participation, there are multidirectional causal links between other capitals. For example, education can lead to the production of identity capital but it also contributes to the kind of learning people engage in (Côté & Schwartz, 2002;Guenther, 2011). Schuller, Bynner, and Feinstein (2004) argue for the intertwined relationship using Figure 2.…”

Section: Identity Capitalmentioning

confidence: 99%

What are the enablers of economic participation in remote and very remote Australia, and how can we identify them?

McRae-Williams

Guenther²,

Jacobsen

et al. 2016

LCJ

Self Cite

View full text Add to dashboard Cite

In this paper we discuss some of the key learnings from the Cooperative Research Centre for Remote Economic Participation (CRC REP), Remote Economic Participation, Pathways to Employment and Aboriginal and Torres Strait Islander Tourism Product research projects. While we do not deny the importance of global markets for remote Australians, we see value in opportunity structures that move beyond the confines of traditional economic and human capital theories. It is through acknowledging and building on local residents' social, identity, cultural and natural capital strengths that, we argue, has a greater potential for supporting increased economic engagement and sustainable participation. Framing our learnings through a theoretical lens of different forms of capital we argue a shift in discourse from one of 'disadvantage' to one of remote advantage would be more supportive of education, employment and enterprise outcomes for local Aboriginal and/or Torres Strait Islander residents. While such a shift will not contribute significantly to the Gross National Product we argue that it would have important tangible and economic benefits for local people and the nation.

show abstract

“…Still, the necessity for learning support in clinical placements needs to be understood and addressed . The educational nursing programmes of today have been criticised for focusing more on doing , that is acting on acquired knowledge and skills, than on becoming . Attention is largely given to tasks or functions, rather than identity formation and the personal transformation students undergo in the process of identity formation .…”

Section: Introductionmentioning

confidence: 99%

“…Students need support for developing a critical stance to both professional knowledge and to the kinds of professionals they are becoming . In professional education, more focus is needed on the transformation of students as they are becoming nurses, that is, support for their identity change .…”

Section: Introductionmentioning

confidence: 99%

Understanding and becoming – the heart of the matter in nurse education

Sandvik

Eriksson

Hilli

2014

Scandinavian Caring Sciences

View full text Add to dashboard Cite

The aim of this study was to deepen the understanding of student nurses' processes of understanding and becoming nurses. The study is phenomenological-hermeneutic in design, comprising data from three focus group interviews in two Scandinavian countries. The process of student nurses' understanding and becoming a nurse emerged as a hermeneutical movement. A caring student-preceptor relationship and a growth-promoting preception in a supportive and inclusive environment provide the frame within which the movement happens. The movement towards understanding and becoming is initiated as students, based on their level of knowledge, are given responsibility. In order to fulfil the responsibility imposed on them, students take their entire repertoire of knowledge into consideration. By tying these threads together, they found the basis for conscious action, and care is provided according to what the current situation requires. The experiences obtained are reflected on and integrated with earlier knowledge, which leads to enhanced understanding. Students form a new base to stand on. They show increased readiness for still more responsibility and action. This movement towards deeper understanding and becoming affects the students also ethically and deepens their ethical awareness. When one loop of understanding and becoming is closed the process continues by passing into a new loop. This movement could be described as a hermeneutical spiral consisting of interconnected loops taking the students further and deeper in their process of understanding and becoming a nurse. The student-preceptor relationship and the ethos permeating it are decisive for students' learning both epistemologically and ontologically. Responsibility is the catalyst in students' understanding and becoming both intellectually and ethically. Understanding and becoming are ongoing processes of appropriation, thus altering students both professionally and personally. Understanding and becoming can be perceived as the hearth of the matter in nurse education.

show abstract

Vocational Learning in the Frame of a Developing Identity

Cited by 5 publications

References 7 publications

What Is Evaluation?: Perspectives of How Evaluation Differs (or Not) From Research

What Is Evaluation?: Perspectives of How Evaluation Differs (or Not) From Research

What are the enablers of economic participation in remote and very remote Australia, and how can we identify them?

Understanding and becoming – the heart of the matter in nurse education

Contact Info

Product

Resources

About