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ERIC Number: EJ1054581
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1356-2517
Understanding the Emotional Reactions and Exploring the Professional Development of College Students Based on Reflections
Su, Yuling; Chung, Ya-hui
Teaching in Higher Education, v20 n3 p285-299 2015
It remains ambiguous how college students form perceptions of professional development by identifying their emotional reactions and reflecting on their experiences in a situated setting. College students undergo professional development by participating in field experiences and reflecting on their experiential learning. In addition, researchers have increasingly insisted that student emotional reactions to learning should be addressed in higher education. Therefore, this qualitative study explored the emotional reactions of six college juniors and how they made sense of professional development, analyzing the contents of their reflective papers in a field experience course. The findings indicated that 10 types of emotional reactions caused students to form perceptions regarding professional development. The three major themes of these perceptions were acquiring and applying professional knowledge, the importance of self-understanding, and discovering professional attitudes. The study elucidates how college student awareness of emotional reactions could facilitate reflecting on experiential learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A