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- Abrandt Dahlgren, Madeleine, et al.
(författare)
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I takt och otakt : om teori och praktik
- 2009. - 1
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Ingår i: Lärande på vuxnas vis. - Lund : Studentlitteratur. - 9789144042763 ; , s. 43-59
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.
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- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Learning professional practice through education
- 2012. - 1
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Ingår i: Practice, Learning and Change. - Dordrecht : Springer Publishing Company. - 9789400747739 ; , s. 183-197
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter we discuss a case of professional learning in higher education with a particular focus on health care. We focus in particular on what aspects of professional education become visible if we shift our viewpoint from a cognitive learning perspective on professional education, to a practice theory perspective, viewing this case of professional education as a practice, or a set of practices, in itself. Introducing a practice theory perspective on pedagogy on professional health care education might allow a new gaze on a field that for a long time been has been dominated by cognitive discourses about how to improve students’ learning. We focus on how the socio-materiality of professional practice is realised within the curriculum of the professional programs through three cycles, the courses Health, Ethics and Learning, part 1 and 2, and the Student Training Ward. We show how the relations between different sets of actors are connected, both as important mediating conditions through broader societal discourses, national legislation, local institution and organisation, as well as in terms of how every day educational practice is enacted. The chapter highlights the need for serious consideration of how to use the material arrangements in the educational setting to enable a collaborative practice to unfold.
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| 4. |
- Abrandt Dahlgren, Madeleine, et al.
(författare)
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The transition from higher education to work life: a comparison between a problem-based learning programme and conventional programmes in Higher education
- 2005
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Ingår i: Symposium at the 33nd Congress of the Nordic Educational Research Association (NERA). Oslo, March 2005..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This longitudinal study focuses on the transition from higher education (HE) to worklife. Generally, the transition is considered to have become more complicated due to the changing conditions for work in a supercomplex society. More specifically, there is also still sparse knowledge about how students in PBL programmes cope with the transition process. Previous research on the topic has suggested that there is a need for more complex studies of the relationship between HE and work. The aim of the study is twofold, (i) to describe the way students experience their programme as seniors and later their work situation as novice workers, and (ii) if there are differences regarding these experiences in comparison between a PBL programme (psychology) and conventional progammes (mechanical engineering and political science). The transition from HE to worklife in the three programmes is analysed according to five dimensions; relation to space/areas of operation, identity/tracjectory, professional role characteristics, transition process and relationships between education and work. The results indicate that the PBL-programme is preparing for worklife in a rational way, both regarding generic skills and substantive knowledge. The conventional programmes stand out as preparing for worklife either by providing generic skills or by having a ritual character.
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- Axelsson, Rose-Marie, 1962-, et al.
(författare)
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Conceptualising Professional Identification as Flexibility, Stability and Ambivalence
- 2010
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Ingår i: Learning through Practice. - Dordrecht : Springer. - 9789048139385 - 9789048139392 ; , s. 120-138
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter discusses physicians’ and engineers’ professional identity formation through engagement in practice. First, the concept of professional identification as the enactment of life politics is advanced. Professional identification is here viewed as an ongoing process in the context of lifelong learning, where learners’ subjectivities and life trajectories are significant. Second, the concepts flexibility, stability and ambivalence are introduced and used dialectically as analytical tools for understanding physicians’ and engineers’ experiences of learning through their different practices. In discussing these concepts, we illustrate the conception of life-politics by means of empirical examples of how subjectivity, everyday life experiences, and conditions in different practices interplay in the process of professional identification. Third, we show how the processes of becoming an engineer or a physician stand as substantially different processes, seemingly more or less articulated and determined. Moreover, being an engineer or physician reflects additional aspects of learning through the process of identification with the professional role, including the impact of the work itself and of the personal self. In all, our findings suggest that the engineers identify with the content and nature of the work itself as a flexible strategy, thereby making the identification with the profession ambivalent. The physicians, on the other hand, seem to build a character as a doctor with which they identify permanently, thereby shaping a fragile boundary between their selves and the profession. Finally, an interpretive model is proposed, where the life-politics of the individuals is expressed through flexibility, stability, and ambivalence.
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| 7. |
- Dahlgren, Lars Owe, et al.
(författare)
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Grading systems, features of assessment and students' approaches to learning
- 2009
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Ingår i: Teaching in Higher Education. - : Informa UK Limited. - 1356-2517 .- 1470-1294. ; 14:2, s. 185-194
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Tidskriftsartikel (refereegranskat)abstract
- The Bologna process aims at harmonising the higher education systems in the Europe. One of the most important tools proposed for such a purpose is the European Credit Transfer System. A significant element of this system is a common seven-step grading scale. It has previously been shown that assessment characteristics impact on students' approaches to learning. Furthermore, there is also empirical evidence that judgement criteria have an effect on students' learning. The focus of this article is on the relationships between grading systems, assessment characteristics and students' learning. Empirical evidence from a Swedish survey study indicates that multi-step grading scales may have detrimental repercussions on the nature of the assessment tasks and thereby indirectly on the students' approaches to learning. We suggest that the effects of grading systems need to be considered in the current discussion in order to support quality in learning.
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| 10. |
- Nyström, Sofia, 1977-, et al.
(författare)
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A winding road - professional trajectories from higher education to working life : a case study of political science and psychology graduates
- 2008
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Ingår i: Studies in Continuing Education. - : Routhledge, Taylor & Francis. - 0158-037X .- 1470-126X. ; 30:3, s. 215-229
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Tidskriftsartikel (refereegranskat)abstract
- This qualitative and longitudinal study focuses on graduate employment and the development of graduate employment paths. The aim of this article is to explore the present professional trajectory from higher education to working life, with particular reference to graduates from two different study programmes at Linko¨ping University in Sweden: Political Science and Psychology. More specifically, the article focuses on how graduates construe their professional trajectories in terms of their envisaged future work as senior students, and later as novice and early-career professionals with 18 and 34 months of work life experience. The results indicate that graduates’ professional identities and vision of their future work change over time. The set of categories, depicting the graduates’ vision and experiences of their professional trajectories, do not seem to follow a specific temporal and logical progression in their career. Rather, they appear in different order and at different points in time after graduation. The results, instead, endorse the discourse of lifelong learning and the need for flexibility and employability on the labour market.
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