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

قسم بين الحرمين الشريفين ينفذ حملات مكثفة لتنظيف الشوارع المحيطة بالعتبة العباسية المقدسة

عبر مفارزه الميدانية.. مستشفى الكفيل يقدّم خدماته الطبّية والإسعافات الأولية لزائري الأربعين

بحضور متوليها الشرعي.. العتبة العباسية المقدسة تقيم مجلس عزاء بذكرى شهادة الإمام الرضا (عليه السلام)

الأمين العام للعتبة العباسية المقدسة يتفقد خدمات قسم المضيف لزائري الأربعين

المزيد

الآخبار الصحية

قد يؤدي إلى فشل القلب.. تحذير من مسكن آلام يستعمله الملايين

هل الجري يساعد على فقدان الوزن؟.. إليك ما يقوله الخبراء

ماذا يحدث لجسمك عند شرب عصير البطيخ بانتظام؟

علماء يكتشفون أن نقص عنصر غذائي "شائع" قد يسبب الزهايمر

المزيد

الآخبار التكنلوجية

المعادن الحيوية قد تنضب خلال 10 سنوات.. دراسة صادمة ؟

"إنستغرام" يستنسخ خاصية شائعة من منافسه "سناب شات"

رواد فضاء يغادرون محطة الفضاء الدولية بعد مهمة استمرت 5 أشهر

"كريساليس".. سفينة فضائية ستسافر بالبشر إلى أعماق النجوم ؟!

المزيد

مواضيع ذات صلة

Findings Student perspective

Research methodology

The teaching team

Western Australia The unit

Western Australia The program

The context Western Australia

Utilizing an ICT Tool for Moderating, Marking and Managing Assessment in Large Tertiary Classes

Enrichment of Interaction in Online Assessments Conclusions

Lessons drawn from cases

Instructors

Exemplars Peers

Exemplars Content