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The study applies narrative identity theory to a third-year undergraduate practicum in human services, using semi-structured interviews with nine students aged 20–26. Thematic analysis shows shifts in students’ understanding of self and others, with learning emerging through engagement with others’ stories. 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Breen  \nUniversity of Guelph, [abreen@uoguelph.ca](abreen@uoguelph.ca)  \nFollow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)  \n Part of the Developmental Psychology Commons, and the Scholarship of Teaching and Learning Commons  \nRecommended Citation  \nCairney, K., & Breen, A. V. (2017). Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course. The Canadian Journal for the Scholarship of Teaching and Learning, 8 (3). Retrieved from [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/3](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/3)  \nListening to their Lives: Learning through Narrative in an Undergraduate Practicum Course  \nAbstract  \nExperiential community-based learning is used for academic purposes, as well as to promote students’ civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning. In this study we examine students’ learning in a third year undergraduate practicum course in the human services through the lens of narrative identity theory. Nine students (ages 20-26) who had recently completed the practicum course completed a semi-structured interview focusing on the story of their practicum experience and their changing conceptions of self and others. Results of thematic analyses suggest that students experienced important shifts in their understanding of self and others and their learning occurred through engagement with others’ stories. Students who worked with vulnerable populations reflected on the biases and stereotypes they held prior to their practicum experience and described developing new insights into the experiences and social realities of marginalized others. Experiences of discomfort/disorientation and active-engagement in reflective meaning-making were critical to students’ learning. We discuss implications for incorporating narrative in teaching and learning.  \nOn a recours à l’apprentissage par l’expérience en milieu communautaire à des fins académiques, ainsi que pour encourager l’éducation civique, le développement moral et le développement de l’identité des étudiants. Les récents développements dans la théorie de l’identité narrative pourraient avoir des implications importantes pour enrichir notre compréhension de la manière dont l’apprentissage se réalise dans le contextede l’apprentissage en milieu communautaire. Dans cette étude, nous examinons l’apprentissage des étudiants dans un stage pratique de troisième année au premier cycle dans le domaine des ressources humaines à travers la lorgnette de la théorie de l’identité narrative. Neuf étudiants (âgés de 20 à 26 ans) qui avaient récemment terminé le stage ont complété une entrevue semi-structurée concentrée sur leur expérience au cours du stage et sur les changements survenus dans leurs conceptions de soi et d’autrui. Les résultats des analyses thématiques suggèrent que les étudiants ont fait l’expérience de changements importants dans leur compréhension de soi et d’autrui et que leur apprentissage s’est réalisé grâce à leur engagement dans les histoires d’autrui. Les étudiants qui ont travaillé avec des populations vulnérables ont réfléchi à propos des préjugés et des stéréotypes auxquels ils adhéraient avant le stage et ils ont décrit comment ils avaientdéveloppé de nouvelles perspectives sur les expériences et les réalités sociales des personnes marginalisées. Les expériences d’inconfort et de désorientation ainsi que l’engagement","cbCaivHbr0i94K51","https://ap.wps.com/l/cbCaivHbr0i94K51","pdf",460133,17,"English","# Abstract\n## Research focus\n## Method\n## Findings\n## Implications","[{\"question\":\"What theoretical lens guides the study of learning in the practicum course?\",\"answer\":\"Narrative identity theory is used to examine how learning occurs in the context of experiential community-based learning.\"},{\"question\":\"How were students’ learning experiences collected and analyzed?\",\"answer\":\"Nine students completed semi-structured interviews focused on their practicum stories and changes in conceptions of self and others, followed by thematic analysis.\"},{\"question\":\"What did students’ learning involve when working with vulnerable populations?\",\"answer\":\"Students reflected on prior biases and stereotypes and described developing new insights into the experiences and social realities of marginalized others.\"}]","Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course - Article 3 | PDF",1792081697,43]