What role can PDP play in identity development and confidence building in non-traditional students?

The purpose of this paper is to explore the development of a positive learning identity in students, within the context of communities of practice. It considers the role of Personal Development Planning (PDP) in building confidence in inexperienced learners through its use as a tool for transition,...

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Autor principal:	Carina Buckley
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2010
Materias:	widening participation community peer support identity confidence reflection Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/574aa852d755492aa84140a3acd81768
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spelling	oai:doaj.org-article:574aa852d755492aa84140a3acd817682021-11-29T14:04:47ZWhat role can PDP play in identity development and confidence building in non-traditional students?10.47408/jldhe.v0i0.961759-667Xhttps://doaj.org/article/574aa852d755492aa84140a3acd817682010-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/96https://doaj.org/toc/1759-667XThe purpose of this paper is to explore the development of a positive learning identity in students, within the context of communities of practice. It considers the role of Personal Development Planning (PDP) in building confidence in inexperienced learners through its use as a tool for transition, engagement and achievement, and its emphasis on learning communities and peer support. It is illustrated by a case study of FdA Early Years Care and Education students, who have been using the Professional Development Unit (PDU), an online accredited unit developed by the CETL Foundation Direct as a version of PDP for work-based learners. The paper concludes that three aspects of the PDU act together as a forum for the exchange and development of ideas, and in doing so support the growth of learning communities that work to affirm the individual. Guided and structured reflection, beginning with a Benchmark Statement and ending with a 360-degree review, is used as a means for aspiration building, and for marking the distance travelled. Social mechanisms are put in place via the discussion boards of the university VLE for confidence building through identification with a valued group and the use of peers as a learning resource. Finally, the fluid boundaries between the workplace and the university, represented as three overlapping circles of self, theory and practice, allow for integrated learning and the introduction of the familiar into the unfamiliar. The PDU is therefore demonstrated here to be a safe area of the curriculum that supports the development and confidence of the new uncertain learner.Carina BuckleyAssociation for Learning Development in Higher Education (ALDinHE)articlewidening participationcommunitypeer supportidentityconfidencereflectionTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	widening participation community peer support identity confidence reflection Theory and practice of education LB5-3640
spellingShingle	widening participation community peer support identity confidence reflection Theory and practice of education LB5-3640 Carina Buckley What role can PDP play in identity development and confidence building in non-traditional students?
description	The purpose of this paper is to explore the development of a positive learning identity in students, within the context of communities of practice. It considers the role of Personal Development Planning (PDP) in building confidence in inexperienced learners through its use as a tool for transition, engagement and achievement, and its emphasis on learning communities and peer support. It is illustrated by a case study of FdA Early Years Care and Education students, who have been using the Professional Development Unit (PDU), an online accredited unit developed by the CETL Foundation Direct as a version of PDP for work-based learners. The paper concludes that three aspects of the PDU act together as a forum for the exchange and development of ideas, and in doing so support the growth of learning communities that work to affirm the individual. Guided and structured reflection, beginning with a Benchmark Statement and ending with a 360-degree review, is used as a means for aspiration building, and for marking the distance travelled. Social mechanisms are put in place via the discussion boards of the university VLE for confidence building through identification with a valued group and the use of peers as a learning resource. Finally, the fluid boundaries between the workplace and the university, represented as three overlapping circles of self, theory and practice, allow for integrated learning and the introduction of the familiar into the unfamiliar. The PDU is therefore demonstrated here to be a safe area of the curriculum that supports the development and confidence of the new uncertain learner.
format	article
author	Carina Buckley
author_facet	Carina Buckley
author_sort	Carina Buckley
title	What role can PDP play in identity development and confidence building in non-traditional students?
title_short	What role can PDP play in identity development and confidence building in non-traditional students?
title_full	What role can PDP play in identity development and confidence building in non-traditional students?
title_fullStr	What role can PDP play in identity development and confidence building in non-traditional students?
title_full_unstemmed	What role can PDP play in identity development and confidence building in non-traditional students?
title_sort	what role can pdp play in identity development and confidence building in non-traditional students?
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2010
url	https://doaj.org/article/574aa852d755492aa84140a3acd81768
work_keys_str_mv	AT carinabuckley whatrolecanpdpplayinidentitydevelopmentandconfidencebuildinginnontraditionalstudents
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What role can PDP play in identity development and confidence building in non-traditional students?

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