ABSTRACT

Authentic learning has gained prominence as a pedagogical strategy educators can adopt to address concerns regarding curriculum effectiveness. While support for the development of an integrated approach to the curriculum is evident, especially in tourism education, concerns regarding a lack of congruence between business practice and the curriculum are apparent, with claims that tourism education has little relevance for practitioners. This has resulted in an encouragement to ground tourism education within authentic learning through a community of practice, concerned with collaborative engagement. The purpose of this paper is to explore how storytelling can contribute to authentic learning in tourism education. Our findings reveal how authentic learning through storytelling contributed to the educational development of students through facilitating self-reflection, supporting an empathetic understanding of tourism development concerns and knowledge transfer. It also provided opportunities for remembering, conversation and reflection, facilitating positive social change amongst those stakeholders engaged in the project.

摘要

真实学习已经成为教育工作者可以用来解决对课程有效性问题的一种教学策略。虽然对课程综合方法的发展的支持是显而易见的，特别是在旅游教育中，但对商业实践与课程之间缺乏一致性的担忧是显而易见的，声称旅游教育与从业者几乎没有相关性。这导致鼓励通过关注协作参与的实践社区在真实的学习中建立旅游教育。本文的目的是探讨讲故事如何促进旅游教育中的真实学习。我们的研究结果揭示了通过讲故事进行的真实学习如何通过促进自我反思、支持对旅游发展问题和知识转移的同理心理解来促进学生的教育发展。它还提供了记忆、对话和反思的机会，促进了参与项目的利益相关者之间积极的社会变革。