Contributions in the placement
المؤلف:
Catherine Layton
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P345-C29
2025-08-02
337
Contributions in the placement
Students also made their own contributions to the organizations in which they were placed, generated by the skills, interests and capabilities that they brought with them and the affordances of the environments in which they were placed. Some of the students, such as Hilary, who was in her forties, were immediately recognized as having the requisite capacities, and were offered a job during the placement. Others, not amongst the participants in this study, whose assessed work forms part of the background to the study, were asked, however inappropriately, to use their trades qualifications in improving the buildings and amenities of the buildings in which they were located.
Far more appropriate was the ongoing development of organizational services, particularly where children and teenagers were the clients, when the policing students had sporting prowess, at State, national, and even international levels. Brittany was a case in point. She began her placement with the hope that she would be able to 'win the wary kids over', and that she 'would really love to be able to honestly feel that these kids have benefited in some way, or gained something from me also' (Day 1). She achieved both (Figure 1).
She initiated and fostered the girls' participation in her sport, to the extent that, after a fortnight in the placement, each Saturday involved some of the girls playing sport with Brittany's club, including a trip to another town during which Brittany and her sister taught the girls the songs they usually sang. The staff supported this development, not just by buying the necessary sports clothing, but also by watching the matches. The girls' participation in the local team was expected to last well beyond the placement itself.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
