Student to Scholar: Learning Experiences of International Students

Autor/in	Palmer, Yolanda Michelle
Titel	Student to Scholar: Learning Experiences of International Students
Quelle	In: Journal of International Students, 6 (2016) 1, S.216-240 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Semi Structured Interviews; Graduate Students; Mentors; Phenomenology; Learning Experience; College Faculty; Teacher Student Relationship; Foreign Countries; Communities of Practice; Learning Theories; Observation; Hermeneutics; Canada + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Phenomenological psychology; Phänomenologie; Psychologie; Lernerfahrung; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Community; Learning theory; Lerntheorie; Beobachtung; Hermeneutik; Kanada
Abstract	The author discusses the learning experiences and processes of selected international graduate students within a Canadian university as they progressed from student to scholar. Inspired by social learning theorists Lave and Wenger's (1991) notion of apprentice to masters in situated learning and communities of practice, the student to scholar framework sheds new light on the phenomenon of being an international graduate student. The arguments within the paper counter traditional views of learning as occurring solely through classroom engagements and offers that international graduate students learn and achieve "scholar" status through situated practice, professor mentoring and triple learning. Data were captured through observations and in-depth phenomenological and semi-structured interviews. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jistudents.submission@gmail.com; Web site: http://jistudents.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01