Hardness or Resignation: How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers

Hardness or Resignation : How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers

Barman, Linda, 1972- (author): KTH,Lärande i Stem,Department of Learning in Engineering Sciences, KTH, Royal Institute of Technology, Stockholm, Sweden; Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden

Weurlander, Maria, 1969- (author): Stockholms universitet,Institutionen för pedagogik och didaktik,Department of Education, Stockholm University, Stockholm, Sweden

Lindqvist, Henrik, 1978- (author): Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap

Lönn, Annalena (author): Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden

Thornberg, Robert, 1968- (author): Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap

Hult, Håkan (author): Unit for Teaching and Learning, Karolinska Institutet, Stockholm, Sweden

Seeberger, Astrid (author): Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden

Wernerson, Annika (author): Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden

(creator_code:org_t)

Springer Nature, 2023
2023
English.
In: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868.

Related links:: https://doi.org/10.1...; show more...; https://link.springe...; https://kth.diva-por... (primary) (Raw object); https://liu.diva-por... (primary) (Raw object); https://urn.kb.se/re...; https://doi.org/10.1...; https://urn.kb.se/re...; https://urn.kb.se/re...; http://kipublication...; show less...

Abstract Subject headings

This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.

By the author/editor: Barman, Linda, 1 ...; Weurlander, Mari ...; Lindqvist, Henri ...; Lönn, Annalena; Thornberg, Rober ...; Hult, Håkan; show more...; Seeberger, Astri ...; Wernerson, Annik ...; show less...

About the subject

By the university: Royal Institute of Technology; Stockholm University; Linköping University; Karolinska Institutet

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