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dc.contributor.authorKurunsaari, Merja
dc.contributor.authorTynjälä, Päivi
dc.contributor.authorPiirainen, Arja
dc.contributor.editorOrtoleva, Giulia
dc.contributor.editorBetrancourt, Mireille
dc.contributor.editorBillett, Stephen
dc.date.accessioned2020-11-24T10:46:35Z
dc.date.available2020-11-24T10:46:35Z
dc.date.issued2015
dc.identifier.citationKurunsaari, M., Tynjälä, P., & Piirainen, A. (2015). Students' Experiences of Reflective Writing as a Tool for Learning in Physiotherapy Education. In G. Ortoleva, M. Betrancourt, & S. Billett (Eds.), <i>Writing for Professional Development</i> (pp. 129-151). Brill. Studies in Writing, 32. <a href="https://doi.org/10.1163/9789004264830_008" target="_blank">https://doi.org/10.1163/9789004264830_008</a>
dc.identifier.otherCONVID_25359545
dc.identifier.otherTUTKAID_68142
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/72771
dc.description.abstractThe purpose of this study was to examine physiotherapy students’ experiences of reflective writing. The students (n = 32) were asked to video record their practical activities at school and at workplaces, and to write reflective journals on their experiences. The research data about students’ experiences of reflective writing were collected by interviewing the students. The data were analyzed phenomenographically. The findings revealed four qualitatively different experiences of reflective writing: 1) writing as a useless task; 2) writing as a tool for deepening understanding; 3) writing as a tool for self-reflection; and 4) writing as a tool for professional development. These categories differed from each other in six themes of variation: function of writing, focus of reflection, contribution to professional learning, emotions, main attribute of writing, and importance for learning. The various experiences raise pedagogical challenges and suggest the need for support especially to those students who do not see the value of writing in their studies. For most students, however, the combination of video recording and reflective writing proved to be a valuable and effective learning tool. It is recommended that reflective writing be used more systematically and frequently in the physiotherapy education.fi
dc.format.extent384
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherBrill
dc.relation.ispartofWriting for Professional Development
dc.relation.ispartofseriesStudies in Writing
dc.rightsIn Copyright
dc.subject.otherreflektiivisyys
dc.titleStudents' Experiences of Reflective Writing as a Tool for Learning in Physiotherapy Education
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-202011036499
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosTerveystieteiden laitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Health Sciencesen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFysioterapiafi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.contributor.oppiainePhysiotherapyen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.date.updated2020-11-03T13:15:07Z
dc.relation.isbn978-90-04-26482-3
dc.type.coarhttp://purl.org/coar/resource_type/c_3248
dc.description.reviewstatuspeerReviewed
dc.format.pagerange129-151
dc.relation.issn1572-6304
dc.relation.numberinseries32
dc.type.versionacceptedVersion
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopiskelijat
dc.subject.ysokirjoittaminen
dc.subject.ysofysioterapia
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
jyx.subject.urihttp://www.yso.fi/onto/yso/p2512
jyx.subject.urihttp://www.yso.fi/onto/yso/p10515
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1163/9789004264830_008
dc.type.okmA3


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