Typologies of student experiences and constructed meanings of learning in international placements

This source preferred by Sara Ashencaen Crabtree and Jonathan Parker

Authors: Ashencaen Crabtree, S., Parker, J., Azman, A. and Masu'd, F.

http://eprints.bournemouth.ac.uk/21641/

Journal: Asia Pacific Journal of Social Work and Development

ISSN: 0218-5385

DOI: 10.1080/02185385.2014.1003393

This data was imported from Scopus:

Authors: Crabtree, S.A., Parker, J., Azman, A. and Carlo, D.P.

http://eprints.bournemouth.ac.uk/21641/

Journal: Asia Pacific Journal of Social Work and Development

Volume: 25

Issue: 1

Pages: 42-53

ISSN: 0218-5385

DOI: 10.1080/02185385.2014.1003393

© 2015 © 2015 Department of Social Work, National University of Singapore, Singapore. This article discusses findings from a three-year British Council-funded project into social work student placements in Malaysia. Processes of student learning in unfamiliar cultural contexts were examined in relation to three cohorts of students. Here typologies of experience influencing learning, elicited from student-recorded data, are discussed. Analysis suggests that students undergo a process of liminality, adjustment or resistance to the contexts of community, culture and placements encountered in international settings. Emergent themes are identified as naive acceptance, critical revelation, critical observation, epiphany, critical reactionary, professional rejection and antagonistic response. Implications for international placements are discussed based on the data.

This data was imported from Web of Science (Lite):

Authors: Crabtree, S.A., Parker, J., Azman, A. and Carlo, D.P.

http://eprints.bournemouth.ac.uk/21641/

Journal: ASIA PACIFIC JOURNAL OF SOCIAL WORK AND DEVELOPMENT

Volume: 25

Issue: 1

Pages: 42-53

eISSN: 2165-0993

ISSN: 0218-5385

DOI: 10.1080/02185385.2014.1003393

The data on this page was last updated at 04:55 on March 18, 2019.