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dc.contributor.authorChien, Ting Fang*
dc.date.accessioned2017-11-20T15:52:10Z
dc.date.available2017-11-20T15:52:10Z
dc.date.issued2017-09-21
dc.identifier.citationChien, T. F. (2017). Enhancing young adult learning through interpretive skills training: A case study of student tour-guide interns at a university photography center. International Journal of Education & the Arts, 18(34). Retrieved from http://www.ijea.org/v18n34/.en
dc.identifier.issn1529-8094
dc.identifier.urihttp://hdl.handle.net/10150/626112
dc.description.abstractThis case study explores the application of interpretive strategies as tools to facilitate transformative learning and advance young adults' abilities in various learning contexts. While much of the literature on adult museum program education focuses on older adults' learning, this study emphasizes the impact of interpretive skills training at a Southwestern university photography center on student tour guides' personal and professional learning. The findings reveal that the training allowed these student tour guides to transform their notions of learning and teaching through interpretive dialogues, cogenerative learning, and critical reflections. The interpretive skills training enhanced the participants' abilities to become better public speakers, interpretive writers, thoughtful educators, and efficient learners. Based upon the findings, the research suggests that interpretive strategies are useful to develop future teachers to be open to different perspectives, willing to consider new ideas, and create a two-way transformative learning loop with their students.
dc.language.isoenen
dc.publisherARIZONA STATE UNIVen
dc.relation.urlhttp://ijea.org/v18n34/index.htmlen
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en
dc.titleEnhancing Young Adult Learning Through Interpretive Skills Training: A Case Study of Student Tour-Guide Interns at a University Photography Centeren
dc.typeArticleen
dc.contributor.departmentUniv Arizona, Art & Visual Culture Educen
dc.identifier.journalINTERNATIONAL JOURNAL OF EDUCATION AND THE ARTSen
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en
dc.eprint.versionFinal published versionen
refterms.dateFOA2018-08-18T15:27:13Z
html.description.abstractThis case study explores the application of interpretive strategies as tools to facilitate transformative learning and advance young adults' abilities in various learning contexts. While much of the literature on adult museum program education focuses on older adults' learning, this study emphasizes the impact of interpretive skills training at a Southwestern university photography center on student tour guides' personal and professional learning. The findings reveal that the training allowed these student tour guides to transform their notions of learning and teaching through interpretive dialogues, cogenerative learning, and critical reflections. The interpretive skills training enhanced the participants' abilities to become better public speakers, interpretive writers, thoughtful educators, and efficient learners. Based upon the findings, the research suggests that interpretive strategies are useful to develop future teachers to be open to different perspectives, willing to consider new ideas, and create a two-way transformative learning loop with their students.


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