Abstract
<jats:p>This chapter reflects upon doctoral research into learning and teaching in journalism education at two UK Higher Education (HE) institutions. It examines how the study, by Evans (first author), applied learning theory to understand the pedagogical drivers of two journalism courses and how this impacted on the formation of professional identity in students and graduates. The research examined how Kolb's (1984) Experiential Learning Cycle (ELC) and Lave and Wenger's (1991) concept of situated learning aligned with the two cases. Kolb's model combines the need for experience and abstract conceptualisation through engagement with theory in transforming that experience. Lave and Wenger argue that practice-based learning occurs through apprenticeship with ‘masters of the trade’ along with engagement in social practice, interaction and collaboration. Evans adapted these models to produce a hybrid of the two, suggesting that students should experience the full immersion into a community of practice (CoP) that comes with situated learning but should then return to the classroom for the essential reflective observation stage of Kolb's ELC. This chapter reflects upon how Evans conducted her study and some of the lessons she learnt in applying theory to practice-based learning. It also contains reflections from her supervisor (second author, Agusita) on how Evans’ thinking and confidence developed.</jats:p>