Publication

Imagining oneself: Narrative evaluations of the professional identities of learners in a transnational higher-educational setting

Haines, K., 2015, In : Learning & Teaching. 8, 1, p. 30-49 20 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Haines, K. (2015). Imagining oneself: Narrative evaluations of the professional identities of learners in a transnational higher-educational setting. Learning & Teaching, 8(1), 30-49. https://doi.org/10.3167/latiss.2015.080103

Author

Haines, Kevin. / Imagining oneself : Narrative evaluations of the professional identities of learners in a transnational higher-educational setting. In: Learning & Teaching. 2015 ; Vol. 8, No. 1. pp. 30-49.

Harvard

Haines, K 2015, 'Imagining oneself: Narrative evaluations of the professional identities of learners in a transnational higher-educational setting', Learning & Teaching, vol. 8, no. 1, pp. 30-49. https://doi.org/10.3167/latiss.2015.080103

Standard

Imagining oneself : Narrative evaluations of the professional identities of learners in a transnational higher-educational setting. / Haines, Kevin.

In: Learning & Teaching, Vol. 8, No. 1, 2015, p. 30-49.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Haines K. Imagining oneself: Narrative evaluations of the professional identities of learners in a transnational higher-educational setting. Learning & Teaching. 2015;8(1):30-49. https://doi.org/10.3167/latiss.2015.080103


BibTeX

@article{ec2cd7f70c5e4d75b2303317e958b2cb,
title = "Imagining oneself: Narrative evaluations of the professional identities of learners in a transnational higher-educational setting",
abstract = "This article uses a narrative approach to investigate the learning experiences of third-year medical students in a transnational higher educational setting, specifically during an elective period abroad. The students evaluate their learning experiences in an unfamiliar environment both in relation to previous learning and in relation to their possible or imagined future professional identities. Through this process, these students demonstrate how learning may take place through participation outside or alongside the formal curriculum, in the informal and the hidden curriculum (Leask and Bridge 2013). These narrative evaluations represent a reflective resource for the learners and their peers. They may also provide other stakeholders in transnational higher educational settings, including teachers, programme coordinators, educational managers and policy-makers, with an understanding of the experiences of mobile students in the informal curriculum.",
keywords = "narrative, elective period, imagined futures, informal curriculum, hidden curriculum",
author = "Kevin Haines",
year = "2015",
doi = "10.3167/latiss.2015.080103",
language = "English",
volume = "8",
pages = "30--49",
journal = "Learning and Teaching",
issn = "1755-2273",
number = "1",

}

RIS

TY - JOUR

T1 - Imagining oneself

T2 - Narrative evaluations of the professional identities of learners in a transnational higher-educational setting

AU - Haines, Kevin

PY - 2015

Y1 - 2015

N2 - This article uses a narrative approach to investigate the learning experiences of third-year medical students in a transnational higher educational setting, specifically during an elective period abroad. The students evaluate their learning experiences in an unfamiliar environment both in relation to previous learning and in relation to their possible or imagined future professional identities. Through this process, these students demonstrate how learning may take place through participation outside or alongside the formal curriculum, in the informal and the hidden curriculum (Leask and Bridge 2013). These narrative evaluations represent a reflective resource for the learners and their peers. They may also provide other stakeholders in transnational higher educational settings, including teachers, programme coordinators, educational managers and policy-makers, with an understanding of the experiences of mobile students in the informal curriculum.

AB - This article uses a narrative approach to investigate the learning experiences of third-year medical students in a transnational higher educational setting, specifically during an elective period abroad. The students evaluate their learning experiences in an unfamiliar environment both in relation to previous learning and in relation to their possible or imagined future professional identities. Through this process, these students demonstrate how learning may take place through participation outside or alongside the formal curriculum, in the informal and the hidden curriculum (Leask and Bridge 2013). These narrative evaluations represent a reflective resource for the learners and their peers. They may also provide other stakeholders in transnational higher educational settings, including teachers, programme coordinators, educational managers and policy-makers, with an understanding of the experiences of mobile students in the informal curriculum.

KW - narrative

KW - elective period

KW - imagined futures

KW - informal curriculum

KW - hidden curriculum

U2 - 10.3167/latiss.2015.080103

DO - 10.3167/latiss.2015.080103

M3 - Article

VL - 8

SP - 30

EP - 49

JO - Learning and Teaching

JF - Learning and Teaching

SN - 1755-2273

IS - 1

ER -

ID: 21067193