profesjonell yrkesutøver
230606304
Profesjonell kommunikasjon i sykepleierutdannelsen evaluering av et simuleringsbasert undervisningsprogram
Marianne Wighus Inger Ase Reierson Svein Thore Hagen
219034920
En syklisk vei til profesjonell kunnskap: Praksisperiodens pavirkning pa kunnskapsproduksjon i laererutdanning
In recent years, the concept of knowledge has become a fruitful analytical area within the field of teacher education. It is recognised that knowledge can take different forms, and in this regard, Aristotle's tripartite distinction has been most influential. This consists of theoretical knowledge (episteme) practical knowledge (techne) and the wisdom necessary to combine the two and to know when and how to implement them (phronesis) Much of this research has been rather deductive, with pre existing categories being used rather than letting categories arise from the data. This chapter attempts to capture a more emic picture of the knowledge production of preservice teachers (PSTs) The chapter is based on semi structured interviews of 30 PSTs at various stages of their education. The interviews revolved around their experiences of being taught on campus and teaching for themselves during classroom practice. Our findings are that the PSTs experience a circular production of competence, where theoretical knowledge from the lecture hall becomes grounded in their experiences from practice. Such experiences are also brought back into the lecture hall where they may gain more theoretical context. This cyclical analysis is reminiscent of the hermeneutic circle, where deeper understanding is created through repeated oscillation between two different framings of the material.
Alexander Gamst Page Elin Tronsaune Moen
225241291
Fra skrasikkerhet til profesjonell usikkerhet?
Camilla Johansen
214438373
Laeringsutbyttebeskrivelse som profesjonell utfordring: En metastudie
Vidar Gynnild
213488222
Mellom sertifisering og kvalifisering grensekryssing som aktivitet i profesjonell identitetsdanning
Between certification and qualification border crossing as activity in professional identity formation Based on the follow up study, <On the Way to Early Childhood Teacher Education> this article discusses students' transfer of knowledge as a <border crossing> between education and the workplace contexts and how this <border crossing> can support students' professional qualification (Eraut, 2004) The data for this article is based on semi structured indepth interviews with two part time students in ECE teacher education over the course of four years. This is a strategic selection from the follow up study, where 24 students were interviewed. The two students who constitute the article's data have combined work in ECE centers and education. The topic of the article can be formulated as: How does border crossing contribute professional qualifying for the part time student in Early Childhood Teacher Education? Using thematic analysis, the material is discussed in the light of professionaltheoretical perspectives (Steinnes, 2013; Smeby, 2008; Heggen, 2008; Smeby Mausethagen, 2011; Eraut, 2004, 2010) The discussion will particularly focus on border crossing between the workplace and education and between certification and qualification in the professional context. Preliminary findings show that the students' expectations of the study and reasons for applying and completing the study are influenced by border crossing and fluctuate with regard to the desire for certification and/or qualification.
Sissel Morreaunet
219054514
Skjonn som profesjonell kompetanse hos laererstudenter
Research into teacher education emphasizes theoretical knowledge, reflection and critical thinking. However, many preservice teachers measure the value of theoretical knowledge by its potential for practical implementation, orienting themselves towards a more technical professional practice. This is consistent with a growing instrumental tendency within the educational system, a development which is worrying. This article focuses on those skills which preservice teachers in their final year anticipate will be important when they enter the profession. It is based on focus group interviews, and the participants' discourse suggested good judgement to be an important skill. During educational practice, the preservice teachers must make decisions in situations where the solutions are not clear. The findings show that theoretical knowledge is the foundation for the judgment necessary to solve ethical problems. The school guidelines express contradictory expectations of teachers, such as those related to pupils' measurable results. The preservice teachers' conversations reflect a dilemma between expectation and opportunity within these guidelines, where the teachers' judgement becomes a means of clearing the way for children's learning and formation. As a foundation for our analysis, we use theory on judgement, as well as Aristotle's conceptualisation of knowledge.
Anders Aasgaard Madsen Truls Nilsen Tangen Audhild Lohre
79504388
Verdikonflikter, rollekonflikter og profesjonell atferd
Tidsskrift for den Norske laegeforening tidsskrift for praktisk medicin, ny raekke
Berit Bringedal
158684609
Kapittel 10: Organisatorisk og profesjonell <accountability> i et regionalt helseforetak
By using the two concepts organizational and professional accountability we interpret what eight leaders and clinicians tell about how they handle being held accountable after a patient suicide. The study reveals that leaders and clinicians have different views on what accountability is. Accountability to the leaders, as opposed to the clinicians, seem to be something they can deliver and be in control of by using mandatory procedures made by the health government to handle serious unwanted
Kjersti Halvorsen Ann Christin Rivenes
150132083
Foretaksorganisering av spesialisthelsetjenesten mer profesjonell og autonom ledelse?
Nazir Said Safi
165344160
Fra skepsis til apenhet og pa vei mot en ny profesjonell forstaelse av mangfold i barnehagen barnehagelaereres erfaringer og refleksjoner om egen kompetanse i mote med mangfold i barnehagen
Torunn Flesja Maeland