Pub Date : 2023-08-15DOI: 10.7146/tfp.v19i36.140064
Marie Konge Nielsen
This article deals with how, when, and why one develops an identity as a professional. To be able to develop a professional identity a good working life is a necessary companion. The underlying premise of this assumption is that the professional needs to be able to internalize the identity, i.e., identify with the profession in a community of practice. The article begins with the Danish society’s demographic development and the appearance of the ageing society. This development is related to the concept life course and the importance of transitions. Specific attention is given to the transition from graduation to working life as a professional. The argument is that older and more experienced generations’ significance for the development of a professional identity is of crucially importance for this transition and therefore also for both attraction to and retention in a profession. The case material is based on the nursing profession.
{"title":"Et godt arbejdsliv","authors":"Marie Konge Nielsen","doi":"10.7146/tfp.v19i36.140064","DOIUrl":"https://doi.org/10.7146/tfp.v19i36.140064","url":null,"abstract":"This article deals with how, when, and why one develops an identity as a professional. To be able to develop a professional identity a good working life is a necessary companion. The underlying premise of this assumption is that the professional needs to be able to internalize the identity, i.e., identify with the profession in a community of practice. The article begins with the Danish society’s demographic development and the appearance of the ageing society. This development is related to the concept life course and the importance of transitions. Specific attention is given to the transition from graduation to working life as a professional. The argument is that older and more experienced generations’ significance for the development of a professional identity is of crucially importance for this transition and therefore also for both attraction to and retention in a profession. The case material is based on the nursing profession.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46230067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.7146/tfp.v19i36.140075
M. Jensen
{"title":"“Min kuglepen er en sporhund, når jeg læser”","authors":"M. Jensen","doi":"10.7146/tfp.v19i36.140075","DOIUrl":"https://doi.org/10.7146/tfp.v19i36.140075","url":null,"abstract":"","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46500471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.7146/tfp.v19i36.140082
Lars Jakob Muschinsky, Peter Østergaard Andersen
{"title":"Norbert Elias: The Civilizing Process","authors":"Lars Jakob Muschinsky, Peter Østergaard Andersen","doi":"10.7146/tfp.v19i36.140082","DOIUrl":"https://doi.org/10.7146/tfp.v19i36.140082","url":null,"abstract":"","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46587402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.7146/tfp.v19i36.139968
Thomas Iskov, Kåre Heggen, Johanne Grøndahl Glavind, Vibeke Røn Noer
It is a persistent challenge for professional education programs to create meaningful connections, where the knowledge content, as a premise, is heterogeneous and draws on different scientific disciplines. Based on the concept of coherence, the article discusses how professional education programs can enhance students' professional development by working with educational coherence. The perspective of the article is that the complexity of professional education programs cannot or should not be eliminated; instead, the education should bring the differences into respectful interaction and thereby support the students' own creation and experience of meaningful but contradictory connections.
{"title":"Kohærens og professionel identitet","authors":"Thomas Iskov, Kåre Heggen, Johanne Grøndahl Glavind, Vibeke Røn Noer","doi":"10.7146/tfp.v19i36.139968","DOIUrl":"https://doi.org/10.7146/tfp.v19i36.139968","url":null,"abstract":"It is a persistent challenge for professional education programs to create meaningful connections, where the knowledge content, as a premise, is heterogeneous and draws on different scientific disciplines. Based on the concept of coherence, the article discusses how professional education programs can enhance students' professional development by working with educational coherence. The perspective of the article is that the complexity of professional education programs cannot or should not be eliminated; instead, the education should bring the differences into respectful interaction and thereby support the students' own creation and experience of meaningful but contradictory connections.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45721300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.7146/tfp.v19i36.139977
Ki-Sang Lee, Kathrine Skovdal Hansen, A. Jensen, Jeanette Reffstrup Christensen
Den skabelsesproces, der skal til for at opbygge en professionsidentitet hos ergoterapeutstuderende, er kontekstafhængig, og den påvirkes især af den måde, professionen og ergoterapeutuddannelserne udformes lokalt. International forskning kan derfor ikke altid overføres til en dansk uddannelseskontekst. Gennem et narrativt studie undersøges sytten ergoterapeutstuderendes erfaringer med det kliniske undervisningsbidrag til skabelse af professionsidentitet. Empirien viser, at den kliniske undervisning spiller en central rolle i skabelsen af professionsidentitet. Artiklen diskuterer den kliniske undervisnings betydning ift. de studerendes afklaring af, om de kan se sig selv som ergoterapeuter, samt hvordan kobling mellem teori og praksis foregår i samarbejde med de kliniske undervisere.
{"title":"Professionsidentitet blandt ergoterapeutstuderende","authors":"Ki-Sang Lee, Kathrine Skovdal Hansen, A. Jensen, Jeanette Reffstrup Christensen","doi":"10.7146/tfp.v19i36.139977","DOIUrl":"https://doi.org/10.7146/tfp.v19i36.139977","url":null,"abstract":"Den skabelsesproces, der skal til for at opbygge en professionsidentitet hos ergoterapeutstuderende, er kontekstafhængig, og den påvirkes især af den måde, professionen og ergoterapeutuddannelserne udformes lokalt. International forskning kan derfor ikke altid overføres til en dansk uddannelseskontekst. Gennem et narrativt studie undersøges sytten ergoterapeutstuderendes erfaringer med det kliniske undervisningsbidrag til skabelse af professionsidentitet. Empirien viser, at den kliniske undervisning spiller en central rolle i skabelsen af professionsidentitet. Artiklen diskuterer den kliniske undervisnings betydning ift. de studerendes afklaring af, om de kan se sig selv som ergoterapeuter, samt hvordan kobling mellem teori og praksis foregår i samarbejde med de kliniske undervisere.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42787257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.7146/tfp.v19i36.140063
Nicolaj Johansson, Stine Bylin Bundgaard
Society's complexity and constant movement place great demands on education programs to train competent, reflexive, robust and committed students who can think, act and act in a qualified and professional manner. In this article, we will examine the students' experience of professional identity formation during practicum. Educating into a profession and developing a professional identity is a transition that contains many complex facets in the form of developing expert knowledge, skills, behavior, attitudes, and professionalism (Wilson et al., 2013). Barnet (2012) describes this transition as a dynamic journey without a specific destination, which is influenced by both the individual's personal characteristics and the professional practice that the individual participates in. The starting point is impact in practice courses on the Social Education and the Medical Education, where social identities is articulated and the formation of professional identity is the focal point (Rothuizen, 2015; Van den Broek et al., 2020; Rothuizen & Togsverd, 2020a). Based on an analysis of field studies and focus group interviews with students, an argument is made for understanding the concept as social identity based on the general picture drawn from the data. The understanding of social identity contains adjustment of the self in relation to the profession and the exercise thereof (action). Knowledge that is essential in the debate about how professions are trained for a complex and changing world.
社会的复杂性和不断的运动对教育项目提出了巨大的要求，以培养有能力、有反射性、强健和有献身精神的学生，他们能够以合格和专业的方式思考、行动和行动。在这篇文章中，我们将考察学生在实践中形成职业身份的经验。接受职业教育和发展职业身份是一种转变，包括发展专家知识、技能、行为、态度和专业精神的许多复杂方面（Wilson et al.，2013）。Barnet（2012）将这种转变描述为一种没有特定目的地的动态旅程，它受到个人特征和个人参与的专业实践的影响。起点是实践课程对社会教育和医学教育的影响，社会身份被阐明，职业身份的形成是焦点（Rothuizen，2015；Van den Broek等人，2020；Rothuizen&Togsverd，2020a）。基于对实地研究和对学生的焦点小组访谈的分析，基于从数据中得出的总体情况，提出了将社会身份概念理解为社会身份的论点。对社会身份的理解包括自我与职业及其行使（行动）的关系的调整。在关于如何为复杂和不断变化的世界培训专业的辩论中至关重要的知识。
{"title":"Spirende professionelle","authors":"Nicolaj Johansson, Stine Bylin Bundgaard","doi":"10.7146/tfp.v19i36.140063","DOIUrl":"https://doi.org/10.7146/tfp.v19i36.140063","url":null,"abstract":"Society's complexity and constant movement place great demands on education programs to train competent, reflexive, robust and committed students who can think, act and act in a qualified and professional manner. In this article, we will examine the students' experience of professional identity formation during practicum. Educating into a profession and developing a professional identity is a transition that contains many complex facets in the form of developing expert knowledge, skills, behavior, attitudes, and professionalism (Wilson et al., 2013). Barnet (2012) describes this transition as a dynamic journey without a specific destination, which is influenced by both the individual's personal characteristics and the professional practice that the individual participates in. The starting point is impact in practice courses on the Social Education and the Medical Education, where social identities is articulated and the formation of professional identity is the focal point (Rothuizen, 2015; Van den Broek et al., 2020; Rothuizen & Togsverd, 2020a). Based on an analysis of field studies and focus group interviews with students, an argument is made for understanding the concept as social identity based on the general picture drawn from the data. The understanding of social identity contains adjustment of the self in relation to the profession and the exercise thereof (action). Knowledge that is essential in the debate about how professions are trained for a complex and changing world.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45676360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.7146/tfp.v19i36.139969
Sine Lehn, Mari Holen
The article explores how nurses form their professional identity through orientations in and out of different communities of practice that they encounter during their basic education and first encounters with the labour market. Inspired by Wenger-Trayner and Wenger-Trayner (2015), professional identity is understood as subjective orientations in the landscape of communities of practice that constitute the nursing profession. The analysis is empirically grounded in qualitative, longitudinal studies of a group of nurses who have been ethnographically followed for seven years so far. The analysis shows how nurses' professional identity in 2023 develops as movements through a landscape of communities of practice. The analysis shows how professional identity is shaped by participation within the individual community of practice, and that this participation involves both engaging and disengaging learning processes.
{"title":"Læreprocesser i et landskab af praksisfællesskaber","authors":"Sine Lehn, Mari Holen","doi":"10.7146/tfp.v19i36.139969","DOIUrl":"https://doi.org/10.7146/tfp.v19i36.139969","url":null,"abstract":"The article explores how nurses form their professional identity through orientations in and out of different communities of practice that they encounter during their basic education and first encounters with the labour market. Inspired by Wenger-Trayner and Wenger-Trayner (2015), professional identity is understood as subjective orientations in the landscape of communities of practice that constitute the nursing profession. The analysis is empirically grounded in qualitative, longitudinal studies of a group of nurses who have been ethnographically followed for seven years so far. The analysis shows how nurses' professional identity in 2023 develops as movements through a landscape of communities of practice. The analysis shows how professional identity is shaped by participation within the individual community of practice, and that this participation involves both engaging and disengaging learning processes.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47587020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.7146/tfp.v19i36.140065
Vibeke Røn Noer, M. Rasmussen, Ditte Graversgaard Hansen
Recruiting and retaining nurses in the profession has become increasingly challenging, and the interest in pursuing nursing education is significantly declining. In this article, we investigate the factors that motivate students to choose nursing as their field of study, as expressed in their own words, and examine what is crucial for them in terms of shaping their professional identity and envisioning a future in the profession. The analysis in this article is based on 114 self-portraits written by nursing students shortly before completing their education. The findings indicate that the nursing students are genuinely interested in the profession. They are motivated by the ambition to make a difference. However, their experiences within a healthcare system where care and nursing are under pressure present the future professionals with a difficult situation. The challenge lies in shaping their professional identity amidst the tension between ideals and a strained professional practice. One possible outcome is that the students complete their education but opt out of working as nurses. In conclusion, we argue that the healthcare system needs future nurses who dare to insist on care as a fundamental premise and as part of the nursing profession's ambition on behalf of the patient. Therefore, there is a persistent need to work on creating frameworks and conditions within the healthcare system that make this possible and that retain students in their education and later retain trained nurses in the profession.
{"title":"De vil gerne gøre en forskel, men…","authors":"Vibeke Røn Noer, M. Rasmussen, Ditte Graversgaard Hansen","doi":"10.7146/tfp.v19i36.140065","DOIUrl":"https://doi.org/10.7146/tfp.v19i36.140065","url":null,"abstract":"Recruiting and retaining nurses in the profession has become increasingly challenging, and the interest in pursuing nursing education is significantly declining. In this article, we investigate the factors that motivate students to choose nursing as their field of study, as expressed in their own words, and examine what is crucial for them in terms of shaping their professional identity and envisioning a future in the profession. The analysis in this article is based on 114 self-portraits written by nursing students shortly before completing their education. The findings indicate that the nursing students are genuinely interested in the profession. They are motivated by the ambition to make a difference. However, their experiences within a healthcare system where care and nursing are under pressure present the future professionals with a difficult situation. The challenge lies in shaping their professional identity amidst the tension between ideals and a strained professional practice. One possible outcome is that the students complete their education but opt out of working as nurses. In conclusion, we argue that the healthcare system needs future nurses who dare to insist on care as a fundamental premise and as part of the nursing profession's ambition on behalf of the patient. Therefore, there is a persistent need to work on creating frameworks and conditions within the healthcare system that make this possible and that retain students in their education and later retain trained nurses in the profession.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45309400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.7146/tfp.v19i36.140066
Tom Skauge, E. Ødegaard, Olav A Kvitastein
When professionals leave the profession for which they were trained, it is reasonable to assume that society has a challenge. Important theoretical and practical expertise and knowledge leave the sector. Often, escape routes from a profession are also a signal that those who are professionally educated are not satisfied with the working conditions at their workplace - a signal of an identity crisis in the profession. Pre-school or kindergarten teachers in Norway were for a long time a professional group that left their profession - they were nomads of professions. A study from 2015 (Gulbrandsen 2015) showed that kindergarten teachers stopped quitting. The nomad character for Norwegian pre-school teachers became weaker. Guldbrandsen concludes that the change can be explained by a strengthened societal recognition of the professional group's contribution and expertise. The professional identity gained legitimacy in the occupational group's surroundings. This article is based on findings from extensive follow-up research for the reform of Norwegian kindergarten teacher training - the BLU reform from 2014 to 2016. The survey provided extensive data material with answers from students for 3 years over the entire reform period. Our findings indicate that attitudes and values among the students - future professionals - can contribute to the nomadic character of the kindergarten teaching profession remaining low in the future as well. One factor that contributes strongly to explaining variation is the distinction between intrinsic and extrinsic motivation. The students in our selection are strongly internally motivated. The heart beats for the children. No other factor provides a stronger explanatory power than this one.
{"title":"Barnehagelærere med ny identitet","authors":"Tom Skauge, E. Ødegaard, Olav A Kvitastein","doi":"10.7146/tfp.v19i36.140066","DOIUrl":"https://doi.org/10.7146/tfp.v19i36.140066","url":null,"abstract":"When professionals leave the profession for which they were trained, it is reasonable to assume that society has a challenge. Important theoretical and practical expertise and knowledge leave the sector. Often, escape routes from a profession are also a signal that those who are professionally educated are not satisfied with the working conditions at their workplace - a signal of an identity crisis in the profession. Pre-school or kindergarten teachers in Norway were for a long time a professional group that left their profession - they were nomads of professions. A study from 2015 (Gulbrandsen 2015) showed that kindergarten teachers stopped quitting. The nomad character for Norwegian pre-school teachers became weaker. Guldbrandsen concludes that the change can be explained by a strengthened societal recognition of the professional group's contribution and expertise. The professional identity gained legitimacy in the occupational group's surroundings. This article is based on findings from extensive follow-up research for the reform of Norwegian kindergarten teacher training - the BLU reform from 2014 to 2016. The survey provided extensive data material with answers from students for 3 years over the entire reform period. Our findings indicate that attitudes and values among the students - future professionals - can contribute to the nomadic character of the kindergarten teaching profession remaining low in the future as well. One factor that contributes strongly to explaining variation is the distinction between intrinsic and extrinsic motivation. The students in our selection are strongly internally motivated. The heart beats for the children. No other factor provides a stronger explanatory power than this one.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49466066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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