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  • Author or Editor: Päivi Tynjälä x
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The purpose of this study was to examine physiotherapy students’ experiences of reflective writing. The students (n = 32) were asked to video record their practical activities at school and at workplaces, and to write reflective journals on their experiences. The research data about students’ experiences of reflective writing were collected by interviewing the students. The data were analyzed phenomenographically. The findings revealed four qualitatively different experiences of reflective writing: 1) writing as a useless task; 2) writing as a tool for deepening understanding; 3) writing as a tool for self-reflection; and 4) writing as a tool for professional development. These categories differed from each other in six themes of variation: function of writing, focus of reflection, contribution to professional learning, emotions, main attribute of writing, and importance for learning. The various experiences raise pedagogical challenges and suggest the need for support especially to those students who do not see the value of writing in their studies. For most students, however, the combination of video recording and reflective writing proved to be a valuable and effective learning tool. It is recommended that reflective writing be used more systematically and frequently in the physiotherapy education.

In: Writing for Professional Development

Although work-related identity research has undergone considerable expansion in recent years, vocational identity among students remains a neglected area. However, initial vocational education plays a crucial role in the process of lifelong learning. Accordingly, this chapter discusses students’ vocational identity formation during their vocational education and training. As recent findings on vocational or professional identity emphasise its context-based or sociocultural construction, we examined students’ vocational identity formation in two different fields: 1) technology and transport, and 2) social services and health care. Our quantitative data indicate that while students’ vocational identity formation begins during vocational education and training, there are differences between students in different fields. On the basis of our qualitative data it seems that students’ vocational identity is heavily constructed in line with the education practices of their own specific fields. Thus, experiences during vocational education, even before individuals enter the workforce, play an important role in the formation of vocational identity.

In: Emerging Perspectives of Workplace Learning
In: A Practicum Turn in Teacher Education