Learning processes

Qualitative differences in placement experiences

There were qualitative differences related to being in the placement that were seen as likely to have an impact on the learning. The first area of difference was related to whether or not the experiences were 'new' or 'novel'. This is a distinction that exists in German, and not in English, but which is helpful here, in that 'new' experiences are those which have some similarity to previous experiences and 'novel' experiences are totally foreign to everything one has encountered before. Novel circumstances, it appears from this study, will raise the question of appropriate action more starkly than the new (Figure 1).

The type of work was also an issue: dealing with large numbers of demanding children, talking with parents coping with the impending death of their child, and so on have a high emotional and relational load compared to writing policies, or handing out food vouchers (Figure 2).

The intensity of the work was the third area of variation: some students had little to do, and were even encouraged by staff in the placement to undertake their reading in work-time, while others rushed from one job to another in 12 hour shifts, sometimes with a heavy emotional load (Figure 3).

Relationships differed too (Figure 4). Some students were in small agencies with quasi-familial environments, others had teacher/pupil relationships either with the workers or the clients, and still others were seen as co-workers, representatives of the police, and so on. Sometimes the students had to trust their own judgement about what best to do about the relationships they had developed.

Chloe's solution leads into the final issue, which was that the level of guidance differed widely (Figure 5). This largely depended on the everyday composition of the workforce in the placement - in professional environments, students received guidance; where workers were largely well-meaning volunteers, there was often no guidance at all, and even inappropriate treatment. The students' capacity to improvise, and need to focus on the future, was far stronger when there was little guidance.

The variations in learning experiences cut across what students sensed, saw, heard, felt, thought and valued as they interacted with different people and practices.

اخر الاخبار

اخبار العتبة العباسية المقدسة

استعدادًا لزيارة الأربعين العتبة العباسية المقدسة تعقد اجتماعًا لتنظيم عمل الهيئات التطوّعية في الصحن الشريف

قسم الشؤون الخدمية يواصل تنفيذ أعمال الوقاية ومكافحة الحشرات في مواقع العتبة العباسية المقدسة

المجمَع العلمي للقرآن الكريم يواصل تنفيذ مشروع بيوت النور القرآني

قسم الشؤون الفكرية يبحث التعاون في مجال البحث مع كلية التقنيات المتعددة في نيجيريا

المزيد

الآخبار الصحية

تسارع الشيخوخة.. متى يبدأ وأي الأعضاء أكثر تأثرا؟

9 مسببات شائعة للالتهاب المزمن قد تهدد صحتك

باحثون يطورون علاجا لهشاشة العظام.. النتائج مذهلة

تحمي من أمراض عديدة.. 6 فوائد لتناول البطاطا الحلوة

المزيد

الآخبار التكنلوجية

عودة التعاون الفضائي بين روسيا وأميركا.. وبحث ملفات "هامة"

المعلمون في خطر.. خاصية جديدة في "تشات جي بي تي" تشرح الدروس

بشرى لمرضى الشلل.. شريحة في الدماغ قد تتيح التحكم بالأدوات

مدينة غارقة.. هل يخفي قاع البحر الكاريبي سرّ حضارة مفقودة؟

المزيد

مواضيع ذات صلة

Results, analysis and discussions

Research methodology

Conceptualizing learning and its assessment in community placements

Ecology, Identity and Assessment: The Implications of a Case Study of Police Students Learning in Community Placements for Assessment

Combining Novel Pedagogic and IT Approaches to Align the Assessment of Workplace Learning with Criteria for Academic Credit Conclusions

Learning Agreement web-form

Profile e-portfolio forms Profile homepage

Flexibility and devolved management

Features of webforms

Communication tool

Different user roles

Development of an e-portfolio