Abstract
This article explores the transformative learning effects of university courses that integrate academic learning with practical experience, highlighting in particular the tripartite learning that may occur where students are encouraged to work collaboratively with external partners as well as with their university teachers. We make the proposition that the student can act as the catalyst for this emancipatory perspective, and that critical reflection is necessary to achieve this outcome. Finally, we propose a four-step model that can be used by students, their teachers, and placement supervisors to scaffold the critical reflection process during an experiential learning placement.
| Original language | English |
|---|---|
| Pages (from-to) | 132-145 |
| Number of pages | 14 |
| Journal | Educational Research for Social Change |
| Volume | 7 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1 Sept 2018 |
Bibliographical note
Copyright the Author(s) 2018. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- transformative learning
- learning through participation
- critical reflection
- sustainable learning
- reflective metacognitive learning
- work integrated learning