This study explores the learning journey of Post-Graduate Certificate in Education (PGCE) healthcare professional students who engaged with enquiry based learning (EBL). The methodology is a case study based on group interviews. Six groups totalling 59 students were interviewed to ascertain their experience of EBL, their conceptions of learning within a community of practice, transformative influences and emerging leadership qualities. The findings show EBL is a holistic learning experience that enables epistemic development which has features of threshold concepts, yet it is a process. The community of practice is fundamental to the process and engenders feelings of responsibility for others’ learning. The transformative component of EBL enables an ontological shift and the overall experience enables the development of leadership qualities, most notably, self-confidence, self-identity and self-belief. This study captures the students’ epistemic and ontological development through engagement with EBL. It argues the literature around threshold concepts should explore integrating student-centred pedagogy into threshold concepts rather than viewing it as a separate entity to enable PGCE students to develop leadership qualities. It utilises the proposed threshold process within a framework that outlines the preparation and practice of educational leaders in healthcare which embraces exposure to, engagement with and enactment of leadership.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:583241 |
| Date | January 2014 |
| Creators | Pearce, Ruth |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/4749/ |
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