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- Christersson, Cecilia, et al.
(författare)
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A professional approach : a pedagogical model for the assessment of authentic cases in teacher education, social work education and dentistry
- 2009
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade au-tentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituatio-ner, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka.
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| 3. |
- Christersson, Cecilia, et al.
(författare)
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Education, Dentistry and Social Work : Interactive and continuous assessment for development of professional competence
- 2007
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Ingår i: Citizenship Education in Society: Proceedings of the ninth Conference of the Children’sIdentity and Citizenship in Europe Thematic Network. - : CiCe, Children's Identity and Citizenship in Europe, Institute for Policy Studies in Education, London Metropolitan University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This project uses assessment to develop students’ professional competence during their studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. Difficulties of uniting theory and practise are solved through ‘simulated’ authentic situations. The students describe critical professional situations, which are also described by experts. The students compare their analysis and interpretations with those of the experts, in self-assessment, group discussion and examination. The students describe, analyse, act and compare, and then articulate their need to extend their competence. The project is a useful model to connect theory and practice. In essence the model is common, but adjusted to the different courses of study and the varying requirements of the professions.
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| 4. |
- Christersson, Cecilia, et al.
(författare)
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Professionellt förhållningssätt. En pedagogisk modell för bedömning av autentiska fall i lärar-, socionom- och tandläkarutbildning.
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade autentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituationer, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka.
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| 7. |
- Gustafsson, Anders, et al.
(författare)
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Developing service research - paving the way to transdisciplinary research
- 2016
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Ingår i: Journal of Service Management. - 1757-5818 .- 1757-5826. ; 27:1, s. 9-20
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to discuss how service, as an interdisciplinary area of research, can increase its potential for transdisciplinary contributions from the perspective of what signifies intra-, multi-, inter-, and transdisciplinary research. Design/methodology/approach - The essay first discusses common perspectives on the service concept before presenting a review on what signifies intra-, multi-, inter-, and transdisciplinary research. The emerging theoretical framework is followed by a discussion on the challenges and opportunities for service research in making interdisciplinary and transdisciplinary theoretical contributions. Findings - The research provides a typological framework for understanding intra-, multi-, inter-, and transdisciplinary service research and, implications related to how service research contributions can become increasingly inter- and transdisciplinary. Originality/value - The paper contributes to widening the scope of service research by focussing on how the domain can overcome hurdles and increase its potential for making theoretical contributions that are applicable across and beyond established research disciplines.
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| 9. |
- Hartsmar, Nanny, et al.
(författare)
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Education, Odontology and Social work : Interactive and continous assessment for development of professional competence
- 2007
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Konferensbidrag (refereegranskat)abstract
- Abstract What do dentists, social workers and teachers need to know in order to succeed in working in a culturally heterogeneous society? In addition to developing the competence within the subject field they need to improve their ability to act in situations where different kinds of citizenship are expressed contingent on time, contexts and reference groups. Every professional needs to reflect upon and being able to handle the fact that “our norms are human and historical rather than immutable and eternal” (Nussbaum 1997, p.52). Professionals working in care, education and health must be able to handle “real life scenarios” which are connected to social cultural and ethnic variation, as well as gender. The effect of globalization has over the last decades created a new attention to politics concerning identity and citizenship (Giddens 1991). As Wenger (1998) points out, educational institutions are multifaceted organisms consisting of related interacting sub-communities. Concepts like ‘periphery’ and ‘centre’ (Giddens 1984, Labrie 1999, Giampapa 2004), will be adequate to use when analysing how students interact and negotiate their identities. The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe professional activity in their work-placement reports. These are also described by the teachers. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through.
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| 10. |
- Hartsmar, Nanny, et al.
(författare)
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Professional Education : Assessment for development of professional competence in a culturally heterogeneous society
- 2007
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Konferensbidrag (refereegranskat)abstract
- The project is to develop models to support students undertaking professional education in the areas of health, education and care in developing their professional competence. This takes place with the help of continuous assessment in simulated authentic situations. The project focuses on the following problems in professional education: a) The difficulty of uniting theory and practice into a whole in the courses of study b) The need to develop models for authentic professional situations, which are integrated into the courses of study c) The difficulty of forming a process of assessment that is relevant in relationship to the desired competence, and that does not only assess theoretical knowledge and technical skill d) The need to integrate assessment into the learning process e) The students’ need to develop the ability to assess their own competence on a continuing basis. Our courses of study need to improve in the following ways: a) Assessment of theoretical knowledge and of professional competence is often carried out separately. The two aspects are integrated all too seldom in assessment. Assessment is also carried out in totally different ways: Theoretical subjects are often assessed by means of written examinations with strict time limits, while professional competence is assessed using a longer process. The types of criteria used are different for the two assessments.
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