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ERIC Number: EJ852944
Record Type: Journal
Publication Date: 2009-Oct
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-5627
Inquiry-Based Learning and Undergraduates' Professional Identity Development: Assessment of a Field Research-Based Course
Gilardi, Silvia; Lozza, Edoardo
Innovative Higher Education, v34 n4 p245-256 Oct 2009
Innovative strategies in inquiry-based learning are recognized as improving the quality of higher education learning, but there is a need to explore whether and how these strategies promote the development of professional identity among undergraduates. In this article we describe an inquiry-based course, situated in a European context, which is designed to support students' professional identity development through reflective practice; and we present the assessment of students' learning outcomes. Results highlight the key roles of field research, peer groups, and a narrative approach in promoting positive student attitudes toward reflecting on their production of knowledge and in developing their professional identity.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A