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

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    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.
    Original languageEnglish
    Pages (from-to)30-49
    Number of pages20
    JournalLearning & Teaching
    Volume8
    Issue number1
    DOIs
    Publication statusPublished - 2015

    Keywords

    • narrative
    • elective period
    • imagined futures
    • informal curriculum
    • hidden curriculum

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