Depicting the possible self: work-integrated learning students' narratives on learning to become a professional

Share
Printer-friendly versionPrinter-friendly version

Permanent URL for this page: http://hdl.voced.edu.au/10707/443294.

Author: Bowen, Tracey

Abstract:

Professionalism is not easily defined for newcomers to the workforce. While much of the work-ready research focuses on desired graduate attributes and skills, the larger issue is the ways in which students conceptualize professionalism from their observations and experiences of others, and how these conceptualizations affect their professional identity construction. Twelve Canadian and six Swedish students enrolled in [work integrated learning] WIL programs were asked how they think they learn to become a professional. Participants described similar experiences of continually...  [+] Show more

Subjects: Students

Keywords: Work integrated learning; Graduates; Professional recognition; Cooperative education

Geographic subjects: Canada; Sweden; North America; Europe

Published: Hamilton, New Zealand: Asia-Pacific Journal of Cooperative Education, 2016

Access item:

http://www.apjce.org/files/APJCE_17_4_399_411.pdf

Journal volume: 17

Journal number: 4

Journal date: 2016

Pages: pp. 399-411

ISSN: 1175-2882

Notes:
Special Issue: 'Defining and advancing cooperative and work-integrated education'. Papers developed from presentations at the WACE 2nd International Research Symposium on Cooperative and Work-Integrated Education, Victoria, Canada, 2016.

Resource type: Article

Peer reviewed: Yes

Call number: TD/TNC 130.446

Show Extra Info
QR Code for http://voced.edu.au/content/ngv%3A78113