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Developing narratives as a pedagogical approach to fostering professional interpersonal competences
Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
Malmö högskola, Faculty of Health and Society (HS).
Malmö högskola, Faculty of Education and Society (LS).
2013 (English)In: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 39, no 4, p. 232-239Article in journal (Refereed) Published
Abstract [en]

The study examined a project aimed at helping students develop professional interpersonal skills.Groups of university students in social work, teacher training, and a student mentoring program for children at-risk participated in seminars where they developed narratives derived from personal experience in interaction with others. The theoretical framework for the project was inspired by the idea of ‘‘stories to live by’’ developed by Clandinin and Connelly. Data for the study were collected from questionnaires, interviews, and focus groups. Results indicated that narrative-building activities, when implemented in a structured and consistent manner, can contribute to improving empathy and perspective-taking abilities, developing self-knowledge, and enhancing communication skills.

Place, publisher, year, edition, pages
Elsevier, 2013. Vol. 39, no 4, p. 232-239
Keywords [en]
Empathy, Narrative building, Perspective taking, Professional education, Program evaluation
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-4268DOI: 10.1016/j.stueduc.2013.09.004ISI: 000209324000006Scopus ID: 2-s2.0-84888836480Local ID: 16449OAI: oai:DiVA.org:mau-4268DiVA, id: diva2:1401098
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved

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Rubinstein Reich, LenaEriksson Sjöö, Tina

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Rubinstein Reich, LenaEriksson Sjöö, TinaSild Lönroth, Carina
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Department of Individual and Society (IS)Faculty of Health and Society (HS)Faculty of Education and Society (LS)
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Studies in Educational Evaluation
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