Supporting Student Transition to a Futures-orientated Professional Identity : Final Report.
Final report of a Teaching Fellowship at the University of New England. This Fellowship explored professionally accredited programs, such as pharmacy, physiotherapy and speech pathology, and the need for curriculum to address knowledge, skills and attributes defined through professional competencies...
| Institution: | University of New England |
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| Príomhchruthaitheoir: | |
| Foilsithe / Cruthaithe: |
Office for Learning and Teaching
2013
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| Ábhair: | |
| Rochtain ar líne: | /resources/Ieva%20Stupans_TF_Report_2013.pdf |
| Achoimre: | Final report of a Teaching Fellowship at the University of New England. This Fellowship explored professionally accredited programs, such as pharmacy, physiotherapy and speech pathology, and the need for curriculum to address knowledge, skills and attributes defined through professional competencies. The key research questions which guided the Fellowship were: are there "gaps" between currently articulated graduate capabilities and professional competencies and those needed to ensure transition into the workplace?; has attention been paid in the literature to curriculum approaches which address competencies such as professionalism, leadership and lifelong learning?; and can curriculum approaches around these competencies be developed and embedded?. |
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| ISBN: | 9781743613535 (PDF) 9781743613542 (DOCX) 9781743613559 (print ed) 9781743613535 (PDF) 9781743613542 (DOCX) 9781743613559 (print ed) |
