| 1. |
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| 2. |
- Abrandt Dahlgren, Madeleine, et al.
(författare)
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From senior student to novice worker : learning trajectories in political science, psychology and mechanical engineering.
- 2006
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Ingår i: Studies in Higher Education. - Abingdon, England : Routledge. - 0307-5079 .- 1470-174X. ; 31:5, s. 569-586
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three different Master’s programmes at Linköping University are focused on and compared: political science, psychology and mechanical engineering. The specific aims are to: (i) identify aspects of identity and knowledge formation as reported by informants, both as...
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| 3. |
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| 4. |
- 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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| 5. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Identity and Engagement for professional formation
- 2007
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Ingår i: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students entering university have notions surrounding their future professions. In someinstances the profession has a high social status and the work in that area is well known, inother areas the nature of professional work is opaque. In this paper we discuss the ways inwhich students develop a sense of identity with their profession, how the nature of the profession impacts on identity formation, how students engage with learning based on their professional expectations, and how their pedagogic experience as a whole leads towards their professional formation. We suggest that Wenger-s community of practice models that highlight integrated or distributed forms of engagement may be enhanced through a consideration of dimensions of learning, identity formation and engagement with professionally encountered content. To explore these issues we combine the research outcomes of two international projects, the Journeymen and Professional Entity projects, involving over 500 students in a variety of discipline areas. Students in these projects participated in semi-structured interviews that focused their attention on their understanding and experience of professional work, and the way in which their learning contributed to the development of their professional identities.Identity formation and engagement can be seen to be a relation with the students- learning experience - which in themselves build up an expectation of the intending profession - and the manner in which they anticipate or practice in professional working life. We postulate that students- views of their profession and their pedagogic experiences combine to incline themtowards a clear or diffuse sense of professional engagement.
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| 6. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Learning for the professions : Lessons from linking international research projects
- 2008
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 56:2, s. 129-148
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Tidskriftsartikel (refereegranskat)abstract
- At the core of higher education is the experience of students whose focus for learning is often directed towards their future employability. In this paper, we explore the intersections between two large international research projects involving over 500 students. Interviews with students yielded their conceptions of learning and work in specific discipline and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work with their workplace. A meta-analysis of the two projects highlights the utility of higher education for students' future working life and suggests ways in which institutions and policy makers can critique current practice in a way that will incline curriculum and teaching development towards professional formation. © 2007 Springer Science + Business Media B.V.
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| 7. |
- 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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| 8. |
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| 9. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Portraits of PBL : Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology
- 2002
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Ingår i: Instructional science. - 0020-4277 .- 1573-1952. ; 30:2, s. 111-127
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Tidskriftsartikel (refereegranskat)abstract
- The present study is part of a comprehensive research project with the general aims of comparing how problem-based learning is realised in three different professional educational programmes. The specific aims of this study are to describe and analyse how students in the three different programmes conceive of the meaning of problem-based learning and how they experience their studies within a problem-based learning programme. The PBL programmes are a Bachelor's programme in Physiotherapy, a Master's programme in Psychology, and a Master's programme in Computer Engineering. Data were analysed qualitatively. The results reveal differences in how the students in the three programmes conceive of their autonomy as learners, co-operation with their counterparts and the authenticity of the learning task. The findings possibly also reflect the taken-for-granted perspectives of knowledge, embedded in the cultures of the professional practices and the scientific disciplines to which the programmes pertain.
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| 10. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Preparation for professional work? A meta-analysis of two international research projects on the transition from higher education to work life
- 2007
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Ingår i: 5th International Conference on Researching Work and Learning,2007. - Cape Town : University Press.
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Konferensbidrag (refereegranskat)abstract
- How do students experience their formal studies in preparation for professional work? This common research interest was the incentive to explore the intersections between two large international research projects that both build on a large number of interviews with students about their conceptions of learning and work in different disciplines and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work within their workplace. Through the use of techniques of qualitative meta-analysis, we have linked the results from both projects and constructed a model of significant features of professional learning. In this paper, we apply the model to one case study from each of the research projects, and in turn use these case studies to illuminate the model. The model shows how students may be inclined towards the development of professional identities and engagement with their studies and profession, depending on the relationships between the students- perceptions of learning for work and their views of professional knowledge. We suggest that the model can be used to investigate the nature of professionally oriented knowledge, but also as a means to analyse the impact of higher education, curriculum planning and teaching for professional formation.
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| 11. |
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| 12. |
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| 13. |
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| 14. |
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| 15. |
- 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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| 16. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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The transition from higher education to worklife : The outcomes of a PBL programme and a conventional programme
- 2005
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Ingår i: PBL in Context. Bridging Work and Education,2005. - Tampere : Tampere University Press. ; , s. 23-
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Konferensbidrag (refereegranskat)abstract
- PBL IN CONTEXT - BRIDGING WORK AND EDUCATION The aim of the conference is to provide an innovative international forum for discussion and for generating and sharing new ideas for the pedagogical development of working life and education. We welcome teachers from different disciplines, researchers, developers and trainers of working life to come together to the land of the midnight sun. The main themes of the conference are Problem-based learning in context: * Epistemology and Praxis * Curriculum and learning environments * Professional Development and Learning management * Evaluation and Assessment The conference is also a continuation for PBL conferences organized 1995 and 2000 by University of Linköping, Sweden.
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| 17. |
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| 18. |
- 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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| 19. |
- Axelsson, Rose-Marie, 1962-
(författare)
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Formbara människor : Högre utbildning och arbete som utsnitt ur läkares och civilingenjörers levnadsbanor
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Fokus i denna avhandling utgör läkares och civilingenjörers kunskaps- och identifikationsprocesser under utbildning och arbete – vilka studeras som utsnitt ur levnadsbanor. Syftet är att beskriva och tolka relationen mellan högre utbildning och arbete, dels utifrån föreställningar i forskning och policy, dels utifrån människors subjektivitet, vardagserfarenheter och liv. Studien baseras på textanalys och intervjuer med läkare och IT-ingenjörer under de första åren i arbetslivet och yrket. Kännetecknande är att processer följs över tid genom en longitudinell design.Den teoretiska ramen struktureras runt tre länkade teman: Kunskap och dynamiker i det samtida samhället; Högre utbildning och arbete; Människors formbarhet. Reflexiv tolkning utgör metodologisk ansats. Begreppen flexibilitet, stabilitet och ambivalens används dialektiskt vid analys av empiriska data.Avhandlingen visar att människors subjektivitet och vardagserfarenheter samspelar med generella föreställningar och sammanhangens reella förhållanden. Utbildnings- och yrkesval kan förstås som uttryck för såväl reflexiva livsprojekt som subjektiva dynamiker. Att formas till civilingenjör och läkare ter sig på vitt skilda sätt. Ingenjörerna formas till generalister och ”spelar med säkra kort” medan läkarna bygger en karaktär och ”spelar med sig själva som insats”. I arbetet använder civilingenjörerna titeln som en flexibel strategi – identifikation är främst bunden till plats, funktion och arbetstid. Läkarnas identifikation med yrket utgör ett konstant tillstånd – läkare är något de alltid är, också på fritiden – yrket är starkt bundet till person. Resultaten indikerar att både ingenjörs- och läkaryrket kännetecknas av livslånga kvalificeringsprocesser. De visar sig stark exkluderande över tid.Relationen mellan högre utbildning och arbetet diskuteras vidare i avhandlingen genom människors levnadsbanor och i termer av såväl formbara som hållbara liv.
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| 20. |
- Boud, David, et al.
(författare)
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Creating a world class program : Reciprocity and constraints in global study.
- 2006
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Ingår i: International Journal of Lifelong Education. - : Informa UK Limited. - 0260-1370 .- 1464-519X. ; 25:6, s. 609-622
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Tidskriftsartikel (refereegranskat)abstract
- The article reflects on the construction of a common Master's programme across four universities located on four continents, in order to explore the role of networks in international educational collaboration. The study draws on the documented processes of the principal members of the programme team. It is presented as a case study of the development of the programme that uses ideas drawn from actor-network theory to draw attention to the conjunction of human and non-human actors that shaped the resulting web-based courses. Constraints arising from major institutional and systemic obstacles were addressed through the effects of the actor-network. The reciprocity of action and de-centring of individual activity made possible through the collaboration enabled the human actors to sustain a level of innovation within their own institutions that would not have been possible through them acting alone.
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| 21. |
- Boud, David, et al.
(författare)
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Making sense of new forms of practice : multiple perspectives in researching an intercultural programme across continents.
- 2006
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Ingår i: Standing Conference on University Teaching and Research in the Education of Adults,2006.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The focus of the symposium is on researching a programme with multiple sites of practice (in four conutries on four continents), learners distributed across the world and an emphasis on a pedagogy that embeds intercultural understanding. Studies from different perspectives are used to explore research issues in intercultural courses.
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| 22. |
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| 23. |
- Dahlgren, Lars-Ove, 1946-, et al.
(författare)
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Conceptions of learning among teachers and students in higher education. A Swedish-Polish comparative study
- 2005
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Ingår i: Anthology of Social and Behavioural Sciences. - Linköping : Linköpings universitet. - 9185457736 - 8389786583 ; , s. 89-115
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The article presents conceptions of learning among students and teachers at two European universities, in Linköping (Sweden) and Gdansk (Poland). The research was conducted along the principles of phenomenography by two teams working simultaneously on their respective samples. The strategy of sampling and interviewing, as well as the rules of interpretation, were discussed and kept as similar as possible by both teams. In some cases a procedure of cross-interpretation was applied, another tested i.e. the categories identified by one team as possibly applicable to their own empirical material. The analysis of the Swedish material yielded three different categories describing the conceptions of learning among teachers and students: Learning as change, as completion, and as contextualisation. There is a potential conflict between teachers’ and students’ perspectives in that the students emphasise the relevance for the coming profession, while teachers hold a more academic conception of the nature of learning and the driving forces for learning. In the Polish sample, four categories of learning were discerned: learning as an instrument, as change, as acquisition of knowledge, and as a natural (biological) disposition. In the Polish material a clear distinction between two different milieus for learning, those of institutions and of “real life situations’, has been spotted as critical to the understanding of the nature of learning.The comparative analysis of the outcome of the phenomenographic analyses aims at identifying hypothetical factors of cultural difference that could have influenced both outcome spaces. However, this part merely sketches the issue. The present report is part of a broader project aiming at analysing the conceptions of learning, knowledge, teaching and assessment, and a more complete comparative analysis will only be possible after all the parts are presented.
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| 24. |
- Dahlgren, Lars-Ove, 1946-, et al.
(författare)
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Final Report
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)
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| 25. |
- 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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| 26. |
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| 29. |
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| 30. |
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| 31. |
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| 32. |
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| 33. |
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| 34. |
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| 35. |
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| 36. |
- 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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| 37. |
- Nyström, Sofia, 1977-
(författare)
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Becoming a professional : A longitudinal study of graduates' professional trajectories from higher education to working life
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study has a longitudinal design where Political Science and Psychology graduates’ have been interviewed on three consecutive occasions; the last semester before graduation, the first year and then, in the third year of professional work. The theoretical frame of reference comprises a situated and social learning theory and a gender perspective. These theories were chosen since they elaborate on concepts such as identity, practice, participation and learning.The results indicate that becoming a professional is not an isolated phenomenon merely learned and nurtured in higher education and/or in working life. It is emphasised as a dynamic learning process between a reflective individual, the interaction with a professional practice as well as a relationship between other spheres of life, e.g. the personal and the private. The graduates’ professional trajectories can be characterised by a movement from appropriating new knowledge to a need to change direction, e.g. new work tasks or professional fields. This is also a process of professional identity formation. The graduates’ professional identity is emphasised as being both closely related to a gender identity and influenced by the individuals’ belonging to and participation in other practices. The results thus indicate that professional identity formation is an interplay between different spheres of life that changes over time. By using a longitudinal design, it can be claimed that becoming a professional requires balancing one’s whole life situation.
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| 38. |
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| 39. |
- Reid, Anna, et al.
(författare)
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From Expert Student to Novice Professional
- 2011
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Bok (refereegranskat)abstract
- Students entering higher education expect that their studies should lead them towards some form of professional career. They come to university wilh a range of ecpectations for their learning as well as for the outcomes of their learning. In this age. when complex internationalised professions are the main soure of work for graduales, sludents need to prepare themselves for a future that can be volatile, changeable and challenging. Our overall aim in this book is to show how students navigate their way through learning and become effective students and how they shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. In this sense. we explore how poople move from being expert sludents tio novice professionals starting to establish themslves in a profession. When a person is an expert at somelhing they are usually able to demonstrate an excellent skill or understanding. whilst a novice is usually a relative newcomer to an arca who will undertake some sort of probation (articulated or not) before he or she can be fully embraced by the particular area. We look at how students become pre-professional experts. in the sense that they hold and demonstrate professional knowledge and disposilion, and reel a personal interest and engagement with a specific discipline area that leads them into professional practice. However. when these expert students finally make the transition to working life their profcssional expertise is subsumed as they take en a novice role in the work place. So. we consider how students make this transition from e xpert to novice and perhaps back again.To support the ideas presented in this book. We will utilise a decade of research undertaken in countries halfa world away from each other - Sweden and Australiaand use the combined outcomes to present a model ofprofessional leaming. Rather than building our theory out of our own common experience. we use empirical research gnthered from students and leachers to show how student, negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. As students move from seeing themselves as learners, they take on more of a novice professional identity. which, in turn, provides a stronger motivation for their fonnal studies.
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| 40. |
- Reid, Anna, et al.
(författare)
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Identity and engagement for professional formation
- 2008
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Ingår i: Studies in Higher Education. - : Informa UK Limited. - 0307-5079 .- 1470-174X. ; 33:6, s. 729-742
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Tidskriftsartikel (refereegranskat)abstract
- Students enter university with ideas about their future professions. In some disciplines, the profession and the nature of professional work are well understood, while in other areas, they are more opaque. The authors investigate the ways in which students develop a sense of identity with their profession, how the nature of the profession impacts on identity formation, how students engage with learning based on their professional expectations, and how their pedagogic experience leads towards their professional formation. The authors investigations are in two parts: first, they carry out a critical review of recent thinking on the question, including its formulation into national policy documents in two countries, Sweden and Australia. Then they adduce empirical data from the research outcomes of two international studies, in which students were interviewed about their understanding and experience of professional work, and the way in which their learning contributed to the development of their professional identities. The authors conclude that professional identity formation is a relation between students learning experience and the manner in which they anticipate or practise in professional working life.
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| 41. |
- Sin, Samantha
(författare)
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An investigation of practitioners' and students' conceptions of accounting work
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims at exploring conceptions heJd of accounting work by students and practitioners. The findings are useful for informing accounting education and the cmTiculum and thus enhance accounting graduate readiness for work. This thesis addresses three research questions:What are practi tioners' conceptions of accounting work?What are accounting students' conceptions of accounting work?What are the similarities and differences between practitioners'and students' conceptions of accounting work?Phenomenographic findings revealed a common awareness of thefunctional aspects of accounting work; but students possessed onlyvery inchoate understandings of social and ethical issues.Practitioners' conceptions of such issues suggest that accountinggraduates will face significant challenges as they enter a professionwhich has undergone significant changes in recent times.
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| 42. |
- Abrandt Dahlgren, Madeleine, 1956-
(författare)
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"Becoming" a professional : an interdisciplinary analysis of professional learning
- 2011
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Bok (refereegranskat)abstract
- ‘Becoming’ is used in this interdisciplinary work as an emergent, iterative concept of professional identity formation. The conceptual framework of ‘becoming’, as well as the arguments in the book are intended to encourage professionals—and those engaged in their education—to reflect on what it means to be a ‘professional’ in the twenty-first century, an era dominated by the discourses of globalisation, ‘new mangerialism’, multiculturalism and deprofessionalisation. We live in a world where not only scholars, but also a better educated client base informed by technological innovations, have issued unprecedented challenges to the traditional professional ideal. The once paradigmatic identity of the superiority of the Anglo-American professional, grounded in an exclusive knowledge-base and an altruistic ‘public-service’ principle, are no longer tenable.The book will generate dialogue about the nature of professionalism through a multidisciplinary lens in chapters on medicine, nursing and teaching and in reference to social work, the clergy and engineering. Here, becoming a professional is a lifelong, extended process that constructs an individual’s professional identity through formal education, workplace interactions and popular culture. It advocates the ‘ongoing’ modality of developing a professional self throughout one’s professional life. What emerges from this work is a concept of becoming a professional that is quite different from the isolated, rugged, individualistic approach to traditional professional practice as represented in popular culture. It is a book for the reflective professional.
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| 43. |
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| 44. |
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| 45. |
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| 46. |
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| 47. |
- Abrandt Dahlgren, Madeleine, 1956-
(författare)
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Examination enligt metoden Triple Jump
- 1993
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Ingår i: PBI - erfarenheter från Hälsouniversitetet. - Lund : Studentlitteratur. - 9144372612 ; , s. 171-176
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Bokkapitel (populärvet., debatt m.m.)
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| 48. |
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| 49. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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From university to professional practice : students as journeymen between cultures of education and work
- 2014. - 1
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Ingår i: International handbook of research in professional and practice-based learning. - Dordrecht : Springer Netherlands. - 9789401789011 - 9789401789028 ; , s. 461-484
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Bokkapitel (refereegranskat)abstract
- The overarching research problem addressed in this chapter is the relationship between professional/higher education and professional work. The chapter will discuss the relevance of university education for professional practice with a particular focus on professional identity formation and formation of professional responsibility. We deiscuss how different professional programs and their traditions and culturs shape different curricula structures that have an impact on students professional identity formation and transition to work. We will also discuss ecperiences with and learning of professional responsibility in the web of commitments within educational settings and how new multiple expectations emerge and lead to new learning experiencies when entering work life. The argument of the chapter is based on the rationale and findings from an extensive international research program, conducted between 2001-2008.
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