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ERIC Number: ED430932
Record Type: Non-Journal
Publication Date: 1999-Apr-23
Pages: 17
Abstractor: N/A
Reference Count: N/A
Peer Narratives of Experience: Their Influence on Knowledge Acquisition in Professional Education.
Spouse, Jenny
Educators concerned with the preparation of adults are aware that students engage in lengthy discussions with their peers. Increasingly, this is encouraged in educational settings through formal pedagogy. However, little is known about its value to adult cognition. In a phenomenological study investigating the professional development of degree course nursing students in the United Kingdom, the importance of informal peer narratives of experience was noted. This paper explores the findings related to that aspect of the longitudinal study using theoretical frameworks borrowed from sociocultural writers concerned primarily with children's cognition. The data indicate that storied experience was a significant factor in promoting professional development. This exemplifies Habermas's theories of practical interest. Three categories of narrated experience were identified. This paper presents the three categories for discussion along with relevant theoretical material. It concludes that informal peer-group activities should be fostered to promote professional development and that further research into this phenomenon is necessary to gain a better understanding of its nature. (Contains 43 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom