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Examining the Role of Authenticity in Supporting the Development of Professional Identity: An Example from Teacher Education
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Examining the Role of Authenticity in Supporting the Development of Professional Identity: An Example from Teacher Education

Author: Louise Sutherland; Lina Markauskaite
Publisher: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Edition/Format: Article Article : English
Publication:Higher Education: The International Journal of Higher Education and Educational Planning, v64 n6 p747-766 Dec 2012
Other Databases: WorldCatWorldCat
Summary:
Learning to become a professional is a complex process as students need to not only acquire the knowledge and skills for professional practice, but also new ways of defining themselves as professionals. This article considers the role authentic learning experiences play in the transition from student to professional practitioner. This transition is traced by through the concept of a professional identity. In a  Read more...
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Details

Document Type: Article
All Authors / Contributors: Louise Sutherland; Lina Markauskaite
ISSN:0018-1560
Language Note: English
Unique Identifier: 815790839
Awards:
Description: 20

Abstract:

Learning to become a professional is a complex process as students need to not only acquire the knowledge and skills for professional practice, but also new ways of defining themselves as professionals. This article considers the role authentic learning experiences play in the transition from student to professional practitioner. This transition is traced by through the concept of a professional identity. In a graduate teacher education program, the use of online discussion forum with experienced professionals to create authentic experiences is described. The Cognitive Product x Professional Focus (CPPF) model to assess the development of students' professional identity is discussed and applied. The implications an online discussion forum with practitioners as an authentic learning experience for other professional education courses and the use of the CPPF model in assessing the development of students' professional identity are discussed.

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