As close as it gets: developing professional identity through the potential of scenario-based learning
Errington, Edward (2011) As close as it gets: developing professional identity through the potential of scenario-based learning. In: Learning to Be Professional Through a Higher Education. Surrey Centre for Excellence in Professional Training and Education, Surrey, UK, pp. 1-15.
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Scenario-based learning (SBL) predicated on situated learning theory and the valuing of contextual knowledge, may provide one stratagem for getting students , as would-be professionals, nearer to the realities of their chosen profession via the construction and deconstruction of scenarios. Within SBL processes, students have opportunities to engage with realistic sets of circumstances, experience true-to-life tasks, accept authentic challenges and assume work-oriented roles - all mediated through the language and communication styles found in real-life settings.
This chapter focuses on the potential of scenario-based learning to supplement/enrich work placements, internships and field work in the professions - so contributing to shaping and sustaining of professional identity and enhancing employability skills. A survey of the literature suggests four main scenario approaches are used by tertiary educators to foster professional identity: each approach is designed to supplement rather than substitute lived work experience. Errington (2003) has labelled these approaches: skills-based; problem-based; issues-based; and, speculative-based scenarios respectively. Each approach may be used singularly or in combination to facilitate/reveal understandings of workplace identity at specific stages of the would-be professional’s journey.
The chapter is in two parts: The first locates attributes of scenario-based learning that lend themselves to the (de)construction of students’ professional identity. The second part discusses specific scenario approaches that may be employed singularly, or in combination, to target particular aspects of professionalism including identity. The chapter concludes by noting the importance of teacher knowledge in determining the likely success of SBL in advancing students’ notions of professional identity.
|Item Type:||Book Chapter (Non-Commercial)|
Reproduced with permission from the publisher.
|Keywords:||scenario-based learning, professional identity, professionalism|
|FoR Codes:||13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939908 Workforce Transition and Employment @ 100%|
|Deposited On:||18 Feb 2011 10:48|
|Last Modified:||02 Nov 2012 10:06|
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