Affordances of an in-between space of learning to foster professionalism
研究了学生在高等教育机构之外自主选择的中间学习空间如何促进专业素养发展，基于新加坡一所高等艺术院校10名学生的经历，发现这种空间有助于自我发展、专业认同和社区参与。
The phenomenon of an in-between space of learning illustrates an experienced space between post-secondary education and another kind of space out of the professional institutional context that is autonomously chosen by the student. Taking into consideration that institutional learning alone is not the only means to become a professional, this study examined alternatives to be more inclusive of learning, as individuals prepare themselves for the profession. Since this space is largely unnoticed in institutional learning, there is precious little information about how experiences in the in-between space of learning can foster professionalism. In this study, data is elucidated from the lived experience of 10 students in a higher arts education institution in Singapore. In the findings, individuals identified learning in the in-between as lifelong pursuits in self-development. The space has a social character of enjoyment and freedom. Through the in-between space of learning, these diverse learning opportunities advance a new hybrid professional identity. Involvements in community engagements also gave them a greater sense of professionalism. Arising from these findings, this study argues for the need to acknowledge an in-between space of learning that serves as a springboard to rethink more about what the arts can afford to support and improve professional learning.