Monday, November 1, 2010

Self-Efficacy Beliefs and Career Development

Contextual Learning. Weinbaum and Rogers (1995) describe contextual learning as a process by which "knowledge is socially shared, thinking is shaped by engagement with tools, learning is engaged with objects and events, and learning is situation specific" (p. 5). The emphasis is on application of knowledge and skills in the context of real-life experiences, problems, and events (Brown 1998). Learning occurs as students attempt to make sense of the situations with which they are presented and develop strategies for confronting barriers typically encountered in the workplace to arrive at a course of action that they can test for viability. Teamwork, negotiation, leadership, and conflict resolution are encouraged.

Problem-based Learning. Connecting learning to its application in the workplace is the goal of problem-based learning (PBL) activities. PBL engages the student in investigating a problem situation for which there is no right or wrong answer. The situation raises concepts and principles relevant to the subject matter that reflect real-life issues of the students' world. PBL requires observation, investigation, solution building, and resolution by students who "own the problem" and who must formulate their own solutions. The ill-structured problems offers students opportunities to test their skills and confront the internal and external barriers they may perceive as limiting their successful achievement of a goal or objective.

The instructor's role in problem-based learning is that of coach and facilitator. As such, the instructor may model a behavior, demonstrate a procedure, or role play a situation to help students understand a concept, but gradually reduces assistance and transfers the learning responsibility to the student. Observation responses, performance reviews, and other feedback should be given in a way that offers encouragement to the student. Deficiencies should be presented as avenues for improvement and as a natural part of the learning process. Brophy (1998) suggests the following strategies for helping students improve self-efficacy beliefs

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