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dc.contributor.authorSalerni, Anna
dc.contributor.authorZANAZZI, SILVIA
dc.date.accessioned2022-06-02T04:13:38Z
dc.date.available2022-06-02T04:13:38Z
dc.date.issued2018
dc.date.submitted2022-06-01T12:09:08Z
dc.identifierONIX_20220601_9788864536729_116
dc.identifier2704-5781
dc.identifierhttps://library.oapen.org/handle/20.500.12657/55933
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/82589
dc.description.abstractIn experiential learning, on-field experience needs to be processed consciously in order for learning to take place. Reflection plays a crucial role by providing a bridge between practical experience and conceptualization. Despite being a protected environment, university traineeship is a form of experiential learning that offers students a chance to learn from the fields and reflect on a possible future profession. In this paper we present and discuss a research project whose goal is the development of a methodology to educate trainees’ reflective thinking and writing
dc.languageEnglish
dc.relation.ispartofseriesStudies on Adult Learning and Education
dc.rightsopen access
dc.subject.otheruniversity traineeship
dc.subject.otherexperiential learning
dc.subject.otherreflective thinking
dc.subject.otherreflective writing
dc.subject.otherreflective practitioner
dc.titleChapter Insights from the Fields: the Role of Reflection in ‘Learning How to Learn’
dc.typechapter
oapen.identifier.doi10.36253/978-88-6453-672-9.32
oapen.relation.isPublishedBy2ec4474d-93b1-4cfa-b313-9c6019b51b1a
oapen.relation.isbn9788864536729
oapen.pages16
oapen.place.publicationFlorence
dc.seriesnumber8


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