Literaturnachweis - Detailanzeige
Autor/inn/en | Arendale, David R.; Hane, Amanda; Fredrickson, Brian S. |
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Titel | Leader Identity Emergence of Study Group Facilitators |
Quelle | In: Journal of Peer Learning, 14 (2022), S.4-20, Artikel 2 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2200-2359 |
Schlagwörter | Facilitators (Individuals); Self Concept; Communities of Practice; Paraprofessional Personnel; Peer Groups; Transformative Learning; Peer Teaching; Professional Development; Student Leadership; College Students; Leadership Role; Minnesota (Minneapolis); Minnesota (Saint Paul) |
Abstract | This qualitative study at the University of Minnesota--Twin Cities, USA, investigated leader identity emergence of study group facilitators. There is a gap in the professional literature regarding study group programs and identity emergence of the student paraprofessionals who facilitate the study sessions. This study built upon previous studies of identity formation by integrating educational theories that help explain the changes that occurred. Peer study group programs are powerful co-curricular experiences. This study provided answers to "why" and "how" identity emergence occurs. The Leader Identity Development Model for peer study group facilitators was developed based on the findings from this study and other experiences with study group leaders over the past three decades by David Arendale to help predict this change and the experiences that supported identity formation. Among those catalysts were written reflections by the study group leaders throughout the academic term on what they learned about themselves and about their conversations with other study leaders and the study group program manager. Implications are provided that explain how peer programs can become a more transformative learning ecosystem. Peer learning programs present an untapped personal and professional development opportunity for student leaders that would be even more powerful if it were intentional rather than serendipitous. (ERIC). |
Anmerkungen | University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/ajpl/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |