Entering Practice: 
An Inquiry Into Novice Practitioners’ Learning

• In Event: Roundtable Session 28
  In Roundtable Session: Investigating Approaches to Learning and Motivation

Abstract

This study examines novice practitioners of higher educations learning within a internship program located within a masters’ program in higher education. Through the concept of practice, the authors analyzed multiple interviews and the academic work of seven students from across an academic year to yield case studies of students' learning. Analysis across individual students resulted in three initial propositions about the interplay between students’ prior knowledge, theories of higher education and on-site internship experiences within M.A. students’ learning of practice. The authors offer implications for integrating the distinct though related contexts of students learning within masters programs to prepare practitioners for engaging in learning throughout their professional careers.

Authors

• Liza Ann Bolitzer, Teachers College, Columbia University

• Monica Coen Christensen, Teachers College, Columbia University