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Learning from experience: A study of...

Stanford University.

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Learning from experience: A study of clinical pastoral education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learning from experience: A study of clinical pastoral education./
作者:	Compton, Christa M.
面頁冊數:	295 p.
附註:	Adviser: Pam Grossman.
Contained By:	Dissertation Abstracts International68-09A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281822
ISBN:	9780549243304

Learning from experience: A study of clinical pastoral education.
Compton, Christa M.

Learning from experience: A study of clinical pastoral education. - 295 p.

Adviser: Pam Grossman.

Thesis (Ph.D.)--Stanford University, 2007.

Newcomers to helping professions like teaching and the clergy must learn how to build productive relationships that support the growth of students and congregants. Such learning means experiencing these relationships firsthand, often in the context of supervised field work. This qualitative study examines the personal and professional development of novice chaplains in Clinical Pastoral Education (CPE), a program in which participants minister to people in settings like hospitals and prisons. The study investigates how novices learn from experience, how they represent their experiences to the supervisor and peers, and how these representations shape the supervisory process. In the first phase of data collection, the researcher documented her own completion of CPE as a participant observer. In the second, she conducted interviews to explore how CPE supervisors understand their role and how CPE participants describe their experiences over time.

ISBN: 9780549243304Subjects--Topical Terms:

626654
Education, Sociology of.

Learning from experience: A study of clinical pastoral education.
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502 $a Thesis (Ph.D.)--Stanford University, 2007.
520 $a Newcomers to helping professions like teaching and the clergy must learn how to build productive relationships that support the growth of students and congregants. Such learning means experiencing these relationships firsthand, often in the context of supervised field work. This qualitative study examines the personal and professional development of novice chaplains in Clinical Pastoral Education (CPE), a program in which participants minister to people in settings like hospitals and prisons. The study investigates how novices learn from experience, how they represent their experiences to the supervisor and peers, and how these representations shape the supervisory process. In the first phase of data collection, the researcher documented her own completion of CPE as a participant observer. In the second, she conducted interviews to explore how CPE supervisors understand their role and how CPE participants describe their experiences over time.
520 $a The study's findings first look at how novices' sudden immersion in the chaplain's role may support them in developing a sense of pastoral identity and authority and how features of the hospital setting influence that development. The findings then examine the use of a reflective tool called the verbatim, particularly how writing this document structures the novice's reflective process and how sharing verbatims with peers and the supervisor helps novices re-assess their interactions with patients. The study further analyzes the role of peers in providing opportunities for the novice to experiment with new ways of relating to others. Finally, the study's findings identify what supervisors must know and be able to do to support novices in acquiring new professional skills and identities, including modeling practice, identifying blind spots in the novice's emerging practice, and providing organizing frameworks to help the novice reflect on that practice.
520 $a This research contributes to a better understanding of how novices in professional education learn from field experiences. It also considers several issues confronting professional education, including how novices learn to evaluate professional interactions in the moment that they are happening, and how the tools and processes of supervision can contribute to learning a professional role. The study concludes with implications for supervised field work in teacher education.
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