Investigating professional identity in undergraduate physiotherapy education

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dc.contributor.authorTalberg, Heatheren_ZA
dc.date.accessioned2015-01-10T13:40:59Z
dc.date.available2015-01-10T13:40:59Z
dc.date.issued2012en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractClinical practice remains an integral part of the training of physiotherapy students. It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. Drawing on Lave and Wenger's model of situated learning, this research sets out to understand how final year physiotherapy students begin to develop their identity as physiotherapists. The research looks at the positioning of students within specific communities of practice and the nature of the learning that occurs within these communities.en_ZA
dc.identifier.apacitationTalberg, H. (2012). <i>Investigating professional identity in undergraduate physiotherapy education</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/12016en_ZA
dc.identifier.chicagocitationTalberg, Heather. <i>"Investigating professional identity in undergraduate physiotherapy education."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2012. http://hdl.handle.net/11427/12016en_ZA
dc.identifier.citationTalberg, H. 2012. Investigating professional identity in undergraduate physiotherapy education. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Talberg, Heather AB - Clinical practice remains an integral part of the training of physiotherapy students. It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. Drawing on Lave and Wenger's model of situated learning, this research sets out to understand how final year physiotherapy students begin to develop their identity as physiotherapists. The research looks at the positioning of students within specific communities of practice and the nature of the learning that occurs within these communities. DA - 2012 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 T1 - Investigating professional identity in undergraduate physiotherapy education TI - Investigating professional identity in undergraduate physiotherapy education UR - http://hdl.handle.net/11427/12016 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/12016
dc.identifier.vancouvercitationTalberg H. Investigating professional identity in undergraduate physiotherapy education. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2012 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/12016en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleInvestigating professional identity in undergraduate physiotherapy educationen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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