Pub Date : 2023-02-02DOI: 10.7146/tfp.v18i35.135922
J. Lysgaard, S. Haase
Artiklen undersøger, i hvilken grad bæredygtig udvikling optræder inden for strategiske satsninger blandt danske universiteter og professionshøjskoler (Lysgaard & Haase 2021). Dette sker på baggrund af en forståelse af, at danske institutioner rykker på bæredygtighedsdagsorden i forskellige tempi og retninger (Bauer, Rieckmann, Niedlich & Bormann 2021). Grundlaget for bidraget er en kortlægning og komparativ analyse af danske professionshøjskoler og universiteters strategiske satsninger inden for området med specielt fokus på sammenhænge, overlap og modsætninger mellem strategier, uddannelsesudvikling og uddannelsespraksis (Lysgaard & Jørgensen 2020b; Wals & Jickling 2002). Forskningsfelterne, som bidraget bevæger sig inden for, er uddannelse for bæredygtig udvikling (UBU) og kritiske perspektiver på institutionelle translationsprocesser (Czarniawska 2012; Læssøe 2020; Røvik 2016). Vi har undersøgt tilgængelige strategi-papirer og andre relevante dokumenter fra alle 15 danske universiteter og professionshøjskoler, og i hvilken grad bæredygtig udvikling og nabo-begreber som bæredygtighed, grøn omstilling, verdensmål etc. optræder. Vores resultater peger på, at tre forskellige tilgange til bæredygtig udvikling er på spil: 1) Bæredygtighed som vækst, 2) Bæredygtig udvikling som understøttelse af praksis og 3) UBU som en del af en større holistisk transformation af uddannelse og samfund. Dette peger på en række forskellige tilgange til arbejdet med og implementeringen af UBU, der spænder over forgrønning af campus, komplekse koblinger mellem uddannelse og praksis, svære møder mellem ledelse og underviser-/forsker-interesser og generelt store nuanceforskelle på ambitionsniveauet mellem de forskellige institutioner.
{"title":"Uddannelse for bæredygtig udvikling på danske professionshøjskoler og universiteter","authors":"J. Lysgaard, S. Haase","doi":"10.7146/tfp.v18i35.135922","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.135922","url":null,"abstract":"Artiklen undersøger, i hvilken grad bæredygtig udvikling optræder inden for strategiske satsninger blandt danske universiteter og professionshøjskoler (Lysgaard & Haase 2021). Dette sker på baggrund af en forståelse af, at danske institutioner rykker på bæredygtighedsdagsorden i forskellige tempi og retninger (Bauer, Rieckmann, Niedlich & Bormann 2021). Grundlaget for bidraget er en kortlægning og komparativ analyse af danske professionshøjskoler og universiteters strategiske satsninger inden for området med specielt fokus på sammenhænge, overlap og modsætninger mellem strategier, uddannelsesudvikling og uddannelsespraksis (Lysgaard & Jørgensen 2020b; Wals & Jickling 2002). Forskningsfelterne, som bidraget bevæger sig inden for, er uddannelse for bæredygtig udvikling (UBU) og kritiske perspektiver på institutionelle translationsprocesser (Czarniawska 2012; Læssøe 2020; Røvik 2016). Vi har undersøgt tilgængelige strategi-papirer og andre relevante dokumenter fra alle 15 danske universiteter og professionshøjskoler, og i hvilken grad bæredygtig udvikling og nabo-begreber som bæredygtighed, grøn omstilling, verdensmål etc. optræder. Vores resultater peger på, at tre forskellige tilgange til bæredygtig udvikling er på spil: 1) Bæredygtighed som vækst, 2) Bæredygtig udvikling som understøttelse af praksis og 3) UBU som en del af en større holistisk transformation af uddannelse og samfund. Dette peger på en række forskellige tilgange til arbejdet med og implementeringen af UBU, der spænder over forgrønning af campus, komplekse koblinger mellem uddannelse og praksis, svære møder mellem ledelse og underviser-/forsker-interesser og generelt store nuanceforskelle på ambitionsniveauet mellem de forskellige institutioner.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71116492","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 : 2022-09-19DOI: 10.7146/tfp.v18i35.134055
N. Tange
There is currently a great deal of attention paid to the primary school as an institution that not only has to educate, but also supports the formation of the students and therefore has a dual purpose. The research and discussions in this area most often take place on a theoretical and overall level, which can create a barren distance from the specific pedagogical practice in the schools. The article bridges this gap by presenting analyzes of how teachers in primary and lower secondary school experience the field of tension between education and formation in their own teaching. The analyzes indicate that teachers experience their practice as a constant shift between two basic elements. On the one hand, they must plan, manage, frame, communicate and thus objectify the students and on the other hand, they must withdraw, suspend their control and provide space for the student to occupy a subject position in the teaching. And here this act of withdrawal in particular is highlighted as a very important, but also fragile moment that is easily overlooked. On the basis of the analyzes, the concept of The pedagogical double movement is developed. It is defined as the constant interaction between the teacher's objectifying and subjectivating actions in order to support that the student both learns what the teacher has intended, and at the same time develops his subjectivity and self determination. Thus, the concept makes an empirical contribution to research on how to understand and ‘do’ pedagogical practice that both educates and supports formation.
{"title":"Den pædagogiske dobbeltbevægelse","authors":"N. Tange","doi":"10.7146/tfp.v18i35.134055","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134055","url":null,"abstract":"There is currently a great deal of attention paid to the primary school as an institution that not only has to educate, but also supports the formation of the students and therefore has a dual purpose. The research and discussions in this area most often take place on a theoretical and overall level, which can create a barren distance from the specific pedagogical practice in the schools. The article bridges this gap by presenting analyzes of how teachers in primary and lower secondary school experience the field of tension between education and formation in their own teaching. The analyzes indicate that teachers experience their practice as a constant shift between two basic elements. On the one hand, they must plan, manage, frame, communicate and thus objectify the students and on the other hand, they must withdraw, suspend their control and provide space for the student to occupy a subject position in the teaching. And here this act of withdrawal in particular is highlighted as a very important, but also fragile moment that is easily overlooked. On the basis of the analyzes, the concept of The pedagogical double movement is developed. It is defined as the constant interaction between the teacher's objectifying and subjectivating actions in order to support that the student both learns what the teacher has intended, and at the same time develops his subjectivity and self determination. Thus, the concept makes an empirical contribution to research on how to understand and ‘do’ pedagogical practice that both educates and supports formation.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43032691","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 : 2022-09-19DOI: 10.7146/tfp.v18i35.134063
Lillian Buus
{"title":"Nina B. Dohn, Robb Mitchell og Rocio Chongtay: Computational Thinking","authors":"Lillian Buus","doi":"10.7146/tfp.v18i35.134063","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134063","url":null,"abstract":"","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43622035","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 : 2022-09-19DOI: 10.7146/tfp.v18i35.134053
S. Engelsen, Sine Lehn, Cathrine Sand Nielsen, Karin Højbjerg, Elise Bromann Bukhave
In this article, we explore the relevance of a focus on professional formation (Bildung) in health education in the context of interprofessionalism as a condition for working in health care. We outline general aspects of the concept of professional formation and distinguish two key elements: an adaptation and a transgression orientation. We argue that a transgression orientation is important in health education and professional formation today. Partly as an end in itself, given fundamental features of human existence, partly because the interprofessional demand in health professional work means that the distinction between adaptation and transgression orientation collapses: adaptation to contemporary conditions in health care requires, both a temporal and a spatial transgression orientation in the form of a perspective flexibility that allows the development of new professional perspectives as well as the appropriate consideration of different existing professional perspectives. Drawing on considerations of philosophy of existence, and on qualitative interviews with practicum teachers, we highlight key conditions and obstacles for a focus on professional formation to be feasible in clinical education. Among other things, we highlight knowledge of and experience with each other's professions, a common cause and professional goals, and not least an educational mindset and a learning culture that is not too rigid and over-controlling. On the other hand, it is important to focus on first-hand experience of interprofessionality framed by good communication and shared reflections on interprofessional practice. The latter is hampered by different professional languages and identities, physical distance between clinical practice and the workplace, and by a lack of knowledge of and experience with each other's professional practices, a common cause and professional goals, and, not least, an educational mindset and a learning culture that is not too rigid and over-controlling. On the other hand, it is important to focus on first-hand experience of interprofessionality framed by good communication and shared reflections on practice. The latter is hampered by different professional languages and identities, physical distance between clinical practice sites and pressure on resources in both health care and training.
{"title":"Dannelse og tværprofessionalitet i sundhedsuddannelse","authors":"S. Engelsen, Sine Lehn, Cathrine Sand Nielsen, Karin Højbjerg, Elise Bromann Bukhave","doi":"10.7146/tfp.v18i35.134053","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134053","url":null,"abstract":"In this article, we explore the relevance of a focus on professional formation (Bildung) in health education in the context of interprofessionalism as a condition for working in health care. We outline general aspects of the concept of professional formation and distinguish two key elements: an adaptation and a transgression orientation. We argue that a transgression orientation is important in health education and professional formation today. Partly as an end in itself, given fundamental features of human existence, partly because the interprofessional demand in health professional work means that the distinction between adaptation and transgression orientation collapses: adaptation to contemporary conditions in health care requires, both a temporal and a spatial transgression orientation in the form of a perspective flexibility that allows the development of new professional perspectives as well as the appropriate consideration of different existing professional perspectives. Drawing on considerations of philosophy of existence, and on qualitative interviews with practicum teachers, we highlight key conditions and obstacles for a focus on professional formation to be feasible in clinical education. Among other things, we highlight knowledge of and experience with each other's professions, a common cause and professional goals, and not least an educational mindset and a learning culture that is not too rigid and over-controlling. On the other hand, it is important to focus on first-hand experience of interprofessionality framed by good communication and shared reflections on interprofessional practice. The latter is hampered by different professional languages and identities, physical distance between clinical practice and the workplace, and by a lack of knowledge of and experience with each other's professional practices, a common cause and professional goals, and, not least, an educational mindset and a learning culture that is not too rigid and over-controlling. On the other hand, it is important to focus on first-hand experience of interprofessionality framed by good communication and shared reflections on practice. The latter is hampered by different professional languages and identities, physical distance between clinical practice sites and pressure on resources in both health care and training.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47528176","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 : 2022-09-19DOI: 10.7146/tfp.v18i35.134069
Rikke Buus Bøje
{"title":"Sygeplejerskers udvikling af ældre borgeres tværsektorielle forløb igennem ekspansiv læring","authors":"Rikke Buus Bøje","doi":"10.7146/tfp.v18i35.134069","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134069","url":null,"abstract":"","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44613971","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 : 2022-09-19DOI: 10.7146/tfp.v18i35.134049
Hans Fink
Ordet ’dannelse’ forekommer ikke i de officielle formålsparagraffer for professionshøjskoler og universiteter; men ordet anvendes flittigt i uddannelsesteoretiske og uddannelsespolitiske diskussioner også om de videregående uddannelser. Begrebet bruges om noget værdifuldt, som de studerende gerne skulle få ud af deres uddannelse ud over snævert faglige kvalifikationer, men som stramme rammebetingelser eller andre uheldige omstændigheder kan stille sig i vejen for opnåelsen af. Begrebet er svært at komme uden om, fordi vi ikke kan undvære mere almene mål for vores uddannelser, men det er også svært at komme til rette med, fordi det angår noget, som modsætter sig mere håndfaste fortolkninger og indbyder til ideologisk overbelastning i enten konservativ eller progressiv retning. Det kan bruges til at pege både på det vigtige, som man ikke længere lærer, og på fortsat frigørelse fra undertrykkende normer. Jeg har ikke overblik over den enorme pædagogiske litteratur, der foreligger om emnet, men vil begynde med (1) at fremhæve nogle træk fra begrebshistorien for derefter (2) at sige noget om, hvordan jeg ser begrebets betydning i dag, hvor alle uddannelser bliver underlagt mere og mere fintmaskede eksterne krav, og hvor de akademiske uddannelser professionsrettes mere og mere, samtidigt med at professionsuddannelserne akademiseres mere og mere.
{"title":"Om dannelse, uddannelse og profession","authors":"Hans Fink","doi":"10.7146/tfp.v18i35.134049","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134049","url":null,"abstract":"Ordet ’dannelse’ forekommer ikke i de officielle formålsparagraffer for professionshøjskoler og universiteter; men ordet anvendes flittigt i uddannelsesteoretiske og uddannelsespolitiske diskussioner også om de videregående uddannelser. Begrebet bruges om noget værdifuldt, som de studerende gerne skulle få ud af deres uddannelse ud over snævert faglige kvalifikationer, men som stramme rammebetingelser eller andre uheldige omstændigheder kan stille sig i vejen for opnåelsen af. Begrebet er svært at komme uden om, fordi vi ikke kan undvære mere almene mål for vores uddannelser, men det er også svært at komme til rette med, fordi det angår noget, som modsætter sig mere håndfaste fortolkninger og indbyder til ideologisk overbelastning i enten konservativ eller progressiv retning. Det kan bruges til at pege både på det vigtige, som man ikke længere lærer, og på fortsat frigørelse fra undertrykkende normer. Jeg har ikke overblik over den enorme pædagogiske litteratur, der foreligger om emnet, men vil begynde med (1) at fremhæve nogle træk fra begrebshistorien for derefter (2) at sige noget om, hvordan jeg ser begrebets betydning i dag, hvor alle uddannelser bliver underlagt mere og mere fintmaskede eksterne krav, og hvor de akademiske uddannelser professionsrettes mere og mere, samtidigt med at professionsuddannelserne akademiseres mere og mere.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41754791","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 : 2022-09-19DOI: 10.7146/tfp.v18i35.134054
Tobias Kidde Skov
Through a reading of key concepts in The Craftsman by the American sociologist Richard Sennett, this article investigates if there are any clear connections between craft and Bildung in Sennett' work. Based on stories from The Craftman, this article analyzes three concepts (repetition, resistance and dialog) of craft as understandings of Bildung. The three concepts show an inherent educational potential, and that these potentials can be regarded as pedagogical possibilities, in technical vocational educations. Finally, the article discusses how the three concepts on craft as Bildung, could fit into the current educational practice of technical vocational educations in Denmark.
{"title":"Dannelsesmarkører i håndværket","authors":"Tobias Kidde Skov","doi":"10.7146/tfp.v18i35.134054","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134054","url":null,"abstract":"Through a reading of key concepts in The Craftsman by the American sociologist Richard Sennett, this article investigates if there are any clear connections between craft and Bildung in Sennett' work. Based on stories from The Craftman, this article analyzes three concepts (repetition, resistance and dialog) of craft as understandings of Bildung. The three concepts show an inherent educational potential, and that these potentials can be regarded as pedagogical possibilities, in technical vocational educations. Finally, the article discusses how the three concepts on craft as Bildung, could fit into the current educational practice of technical vocational educations in Denmark.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924490","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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