首页 > 最新文献

Professions and Professionalism最新文献

英文 中文
School Counsellors’ Professional Practice in Health Promotion, Prevention and Remedial Work in Swedish Schools 瑞典学校辅导员在健康促进、预防和补救工作中的专业实践
Pub Date : 2024-05-22 DOI: 10.7577/pp.5645
Per Jansson
According to the Swedish Education Act, schools in Sweden must provide comprehensive student health services to foster an inclusive and conducive learning environment, promoting students’ well-being and knowledge development. As part of a multi-professional team, school counsellors are essential in achieving these goals. However, national guidance lacks details on the role of school counsellors in health promotion, prevention and remedial efforts. This study addresses this knowledge gap by examining aspects of school counsellors’ professional work using theories of professions. Open-ended answers in a survey distributed to school counsellors in Sweden were analysed through content analysis. Findings show that remedial work primarily focuses on individual students’ social issues through conversation-based interventions. Preventive work targets groups and the broader school environment, often involving tasks like policy development. Health promotion work stands out with its educational component, where school counsellors are involved in Life Competence Education, often in collaboration with other school professionals.
根据《瑞典教育法》,瑞典的学校必须提供全面的学生健康服务,以营造一个包容和有利的学习环境,促进学生的身心健康和知识发展。作为多专业团队的一部分,学校辅导员对实现这些目标至关重要。然而,关于学校辅导员在健康促进、预防和补救工作中的作用,国家指导缺乏详细说明。本研究利用专业理论研究了学校辅导员专业工作的各个方面,从而弥补了这一知识空白。通过内容分析,对向瑞典学校辅导员发放的调查问卷中的开放式答案进行了分析。研究结果表明,补救性工作主要是通过谈话式干预来解决个别学生的社会问题。预防性工作以群体和更广泛的学校环境为目标,通常涉及政策制定等任务。健康促进工作的突出特点是其教育内容,学校辅导员通常与学校其他专业人员合作,参与生活能力教育。
{"title":"School Counsellors’ Professional Practice in Health Promotion, Prevention and Remedial Work in Swedish Schools","authors":"Per Jansson","doi":"10.7577/pp.5645","DOIUrl":"https://doi.org/10.7577/pp.5645","url":null,"abstract":"According to the Swedish Education Act, schools in Sweden must provide comprehensive student health services to foster an inclusive and conducive learning environment, promoting students’ well-being and knowledge development. As part of a multi-professional team, school counsellors are essential in achieving these goals. However, national guidance lacks details on the role of school counsellors in health promotion, prevention and remedial efforts. This study addresses this knowledge gap by examining aspects of school counsellors’ professional work using theories of professions. Open-ended answers in a survey distributed to school counsellors in Sweden were analysed through content analysis. Findings show that remedial work primarily focuses on individual students’ social issues through conversation-based interventions. Preventive work targets groups and the broader school environment, often involving tasks like policy development. Health promotion work stands out with its educational component, where school counsellors are involved in Life Competence Education, often in collaboration with other school professionals.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"58 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141108393","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}
引用次数: 0
Professional Regulation and Change in Times of Crisis: Differing Opportunities Within and Across Ecologies 危机时期的专业监管与变革:生态内部和生态之间的机会差异
Pub Date : 2024-05-20 DOI: 10.7577/pp.5555
Julien Prud'homme, Tracey L. Adams, Jean-Luc Bédard
This paper analyses the impact of the COVID-19 pandemic crisis on professional regulatory change in two Canadian provinces, drawing on ecological theory. The dataset, constructed using web-scraping techniques, includes all laws and by-law modifications concerning regulated professions enacted during the first 18 months of the pandemic in Quebec and British Columbia. Data show that the crisis prompted regulatory changes but that the impact and nature of these changes varied depending on the structure of the ecology of professional regulation in each province. Furthermore, crisis-related concerns were more likely to induce or accelerate durable changes if they intersected with pre-existing, ongoing professional projects. Our findings have implications for theorizing crisis-related regulatory change and demonstrate the value of a comparative approach to studying professional ecologies and state-profession interfaces. 
本文借鉴生态学理论,分析了 COVID-19 大流行危机对加拿大两个省份专业监管变革的影响。数据集采用网络抓取技术构建,包括魁北克省和不列颠哥伦比亚省在大流行病发生后的前 18 个月内颁布的所有与受监管职业相关的法律和附则修正案。数据显示,危机引发了监管变革,但这些变革的影响和性质因各省专业监管生态结构的不同而各异。此外,与危机相关的担忧如果与预先存在的、正在进行的专业项目相交,则更有可能诱发或加速持久的变革。我们的研究结果对与危机相关的监管变革的理论化具有启示意义,并证明了采用比较方法研究专业生态和国家-专业界面的价值。
{"title":"Professional Regulation and Change in Times of Crisis: Differing Opportunities Within and Across Ecologies","authors":"Julien Prud'homme, Tracey L. Adams, Jean-Luc Bédard","doi":"10.7577/pp.5555","DOIUrl":"https://doi.org/10.7577/pp.5555","url":null,"abstract":"This paper analyses the impact of the COVID-19 pandemic crisis on professional regulatory change in two Canadian provinces, drawing on ecological theory. The dataset, constructed using web-scraping techniques, includes all laws and by-law modifications concerning regulated professions enacted during the first 18 months of the pandemic in Quebec and British Columbia. Data show that the crisis prompted regulatory changes but that the impact and nature of these changes varied depending on the structure of the ecology of professional regulation in each province. Furthermore, crisis-related concerns were more likely to induce or accelerate durable changes if they intersected with pre-existing, ongoing professional projects. Our findings have implications for theorizing crisis-related regulatory change and demonstrate the value of a comparative approach to studying professional ecologies and state-profession interfaces.\u0000 ","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"10 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120954","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}
引用次数: 0
The Enactment of Professional Boundary Work: A Case Study of Crime Investigation 专业界限工作的实施:犯罪调查案例研究
Pub Date : 2024-01-26 DOI: 10.7577/pp.5345
Oscar Rantatalo, Ola J. Lindberg, Ulrika Haake
Professional boundary takes place as actors negotiate occupational boundaries and division of labour. In this article, we examine the conditions of defensive, accommodating, and configurational boundary work in the context of crime investigation. We analyse how professional boundaries are negotiated as civilian investigators become involved with policing. The article is based on 71 interviews with civilian and police crime investigators from a variety of investigation units in Sweden. Findings show how policing as a professional field is shifted as civilians from a wide variety of backgrounds and with varying motivations enter the occupation. Defensive boundary work that devalued civilians was widely occurring. However, boundary work that focused on learning, collaboration, and training was also occurring in high-status units. The discussion focuses on how power asymmetries impact boundary work when professions are undergoing change. This study exemplifies how organizational actors navigate, defend, and challenge their positions as professional boundaries are negotiated.
职业边界是在行动者协商职业界限和劳动分工的过程中形成的。在这篇文章中,我们研究了在犯罪调查背景下防御性、容纳性和配置性边界工作的条件。我们分析了当民间调查人员参与警务工作时,职业边界是如何被协商的。文章基于对瑞典不同调查单位的民间和警方犯罪调查人员进行的 71 次访谈。研究结果表明,随着背景各异、动机各异的平民加入警务工作,警务作为一个专业领域是如何发生转变的。贬低平民价值的防御性边界工作广泛存在。然而,以学习、合作和培训为重点的边界工作也出现在地位较高的单位中。讨论的重点是,当职业经历变革时,权力不对称如何影响边界工作。本研究举例说明了组织行动者如何在专业边界协商过程中驾驭、捍卫和挑战自己的立场。
{"title":"The Enactment of Professional Boundary Work: A Case Study of Crime Investigation","authors":"Oscar Rantatalo, Ola J. Lindberg, Ulrika Haake","doi":"10.7577/pp.5345","DOIUrl":"https://doi.org/10.7577/pp.5345","url":null,"abstract":"Professional boundary takes place as actors negotiate occupational boundaries and division of labour. In this article, we examine the conditions of defensive, accommodating, and configurational boundary work in the context of crime investigation. We analyse how professional boundaries are negotiated as civilian investigators become involved with policing. The article is based on 71 interviews with civilian and police crime investigators from a variety of investigation units in Sweden. Findings show how policing as a professional field is shifted as civilians from a wide variety of backgrounds and with varying motivations enter the occupation. Defensive boundary work that devalued civilians was widely occurring. However, boundary work that focused on learning, collaboration, and training was also occurring in high-status units. The discussion focuses on how power asymmetries impact boundary work when professions are undergoing change. This study exemplifies how organizational actors navigate, defend, and challenge their positions as professional boundaries are negotiated.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"88 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139593579","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}
引用次数: 0
Editorial: The Research Literacy of Teachers 社论:教师的研究素养
Pub Date : 2023-12-14 DOI: 10.7577/pp.5697
Andreas Eriksen, Kim Pedersen Phillips
How should teachers engage with research in their professional practice? Although this stubborn and controversial question can be approached from many angles
教师应该如何在专业实践中参与研究?尽管可以从多个角度来探讨这个顽固而又充满争议的问题
{"title":"Editorial: The Research Literacy of Teachers","authors":"Andreas Eriksen, Kim Pedersen Phillips","doi":"10.7577/pp.5697","DOIUrl":"https://doi.org/10.7577/pp.5697","url":null,"abstract":"How should teachers engage with research in their professional practice? Although this stubborn and controversial question can be approached from many angles","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002483","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}
引用次数: 0
Educational Research Literacy: Philosophical Foundations and Empirical Applications 教育研究素养:哲学基础与经验应用
Pub Date : 2023-12-11 DOI: 10.7577/pp.5307
Kim Pedersen Phillips, Andreas Eriksen, Sølvi Mausethagen
The paper offers a novel philosophical perspective on how research literacy should be conceptualised in the educational domain. Standard accounts of teacher research literacy consider it merely a subset of the skills of an educational researcher. Therefore, the accounts largely ignore the need to anchor or embed the mode of engagement with research in the particular demands of the professional role. By contrast, we argue that a virtue-based account of the epistemic agency involved in receiving testimony can help deliver a normatively attractive and empirically plausible account that is tailored to the role. We support the account with an original in-depth analysis of actual teacher engagement with research.
本文从一个新颖的哲学角度,阐述了在教育领域应如何构建研究素养的概念。关于教师研究素养的标准说法认为,它只是教育研究者技能的一个子集。因此,这些论述在很大程度上忽视了将参与研究的模式固定或嵌入专业角色的特殊要求中的必要性。与此相反,我们认为,以美德为基础的、关于接受证词所涉及的认识论机构的论述,有助于提供一种规范上有吸引力、经验上可信的论述,这种论述是为这一角色量身定制的。我们对教师参与研究的实际情况进行了独创性的深入分析,为这一观点提供了支持。
{"title":"Educational Research Literacy: Philosophical Foundations and Empirical Applications","authors":"Kim Pedersen Phillips, Andreas Eriksen, Sølvi Mausethagen","doi":"10.7577/pp.5307","DOIUrl":"https://doi.org/10.7577/pp.5307","url":null,"abstract":"The paper offers a novel philosophical perspective on how research literacy should be conceptualised in the educational domain. Standard accounts of teacher research literacy consider it merely a subset of the skills of an educational researcher. Therefore, the accounts largely ignore the need to anchor or embed the mode of engagement with research in the particular demands of the professional role. By contrast, we argue that a virtue-based account of the epistemic agency involved in receiving testimony can help deliver a normatively attractive and empirically plausible account that is tailored to the role. We support the account with an original in-depth analysis of actual teacher engagement with research.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"146 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981401","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}
引用次数: 0
Evidence-Based Practice and Power Struggles Over Pedagogic Practices in “High-” and “Low-Stakes Accountability” Contexts 在 "高分 "和 "低分问责 "背景下的循证实践与教学实践权力斗争
Pub Date : 2023-12-07 DOI: 10.7577/pp.5303
Cecilie Haugen
The Norwegian Knowledge Promotion Reform has followed international trends by combining centralised control over results with increasing autonomy in the curriculum and choice of methods. Local and professional autonomy is challenged through the combination of result-based and evidence-based accountability. However, whether the stakes related to results are “high” or “low” could impact the role of “evidence-based practices” in schools. This paper investigates how evidence-based practices have formed part of the power struggles in the forming of pedagogic practice in a high- versus low-stakes accountability context in Norway. In the two municipalities, evidence-based practices have been used to legitimise and exercise authority, increase external control and create hierarchies between different stakeholders. The influence of teachers and parents has been limited, as has been the possibility to adapt the teaching to students’ diverse needs. However, local gatekeepers have been important for relieving external pressure, and for ensuring local and professional autonomy.
挪威知识促进改革遵循国际趋势,将对结果的集中控制与增加课程和方法选择的自主权相结合。基于结果的问责制和基于证据的问责制相结合,挑战了地方和专业的自主权。然而,与结果相关的利害关系是“高”还是“低”,可能会影响“循证实践”在学校中的作用。本文调查了基于证据的实践如何在挪威高风险与低风险的问责制背景下形成教学实践的权力斗争的一部分。在这两个城市,以证据为基础的做法已被用于使权力合法化和行使权力,增加外部控制,并在不同利益相关者之间建立等级制度。教师和家长的影响是有限的,使教学适应学生多样化需求的可能性也是有限的。然而,当地的看门人在缓解外部压力、确保地方和专业自治方面一直发挥着重要作用。
{"title":"Evidence-Based Practice and Power Struggles Over Pedagogic Practices in “High-” and “Low-Stakes Accountability” Contexts","authors":"Cecilie Haugen","doi":"10.7577/pp.5303","DOIUrl":"https://doi.org/10.7577/pp.5303","url":null,"abstract":"The Norwegian Knowledge Promotion Reform has followed international trends by combining centralised control over results with increasing autonomy in the curriculum and choice of methods. Local and professional autonomy is challenged through the combination of result-based and evidence-based accountability. However, whether the stakes related to results are “high” or “low” could impact the role of “evidence-based practices” in schools. This paper investigates how evidence-based practices have formed part of the power struggles in the forming of pedagogic practice in a high- versus low-stakes accountability context in Norway. In the two municipalities, evidence-based practices have been used to legitimise and exercise authority, increase external control and create hierarchies between different stakeholders. The influence of teachers and parents has been limited, as has been the possibility to adapt the teaching to students’ diverse needs. However, local gatekeepers have been important for relieving external pressure, and for ensuring local and professional autonomy.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"54 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591788","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}
引用次数: 0
The Philosophical Dimensions of Teachers’ Research Literacy 教师研究素养的哲学维度
Pub Date : 2023-12-01 DOI: 10.7577/pp.5346
Ben Kotzee
In this paper, I investigate the place of philosophical literacy in teachers’ research literacy. Drawing on Pring, Bridges and Winch, I ask what the relationship is between being “research literate” in the field of education and understanding key philosophical debates in the field. I hold that properly implementing research findings in educational practice depends on a philosophical understanding of (a) normative, (b) conceptual and (c) methodological matters and that, therefore, “research literacy” in education must also include “philosophical literacy”. I question whether it is too much to expect that, in order to become research literate, teachers must also become philosophically literate. However, I demonstrate that questions of the utilisation of research cannot be separated from questions of the production of research. In the end, I hold that “research literacy” is simply a different way of looking at deep methodological questions that have always been part of the discipline of Education.
本文探讨了哲学素养在教师研究性素养中的地位。借鉴普林、布里奇斯和温奇的著作,我想知道在教育领域具有“研究素养”和理解该领域的关键哲学辩论之间的关系是什么。我认为,在教育实践中正确实施研究成果取决于对(a)规范、(b)概念和(c)方法问题的哲学理解,因此,教育中的“研究素养”也必须包括“哲学素养”。我的问题是,教师要具备研究素养,就必须具备哲学素养,这样的期望是否太过分了?然而,我证明了研究的利用问题不能与研究的生产问题分开。最后,我认为“研究素养”只是一种看待深层方法论问题的不同方式,这些问题一直是教育学科的一部分。
{"title":"The Philosophical Dimensions of Teachers’ Research Literacy","authors":"Ben Kotzee","doi":"10.7577/pp.5346","DOIUrl":"https://doi.org/10.7577/pp.5346","url":null,"abstract":"In this paper, I investigate the place of philosophical literacy in teachers’ research literacy. Drawing on Pring, Bridges and Winch, I ask what the relationship is between being “research literate” in the field of education and understanding key philosophical debates in the field. I hold that properly implementing research findings in educational practice depends on a philosophical understanding of (a) normative, (b) conceptual and (c) methodological matters and that, therefore, “research literacy” in education must also include “philosophical literacy”. I question whether it is too much to expect that, in order to become research literate, teachers must also become philosophically literate. However, I demonstrate that questions of the utilisation of research cannot be separated from questions of the production of research. In the end, I hold that “research literacy” is simply a different way of looking at deep methodological questions that have always been part of the discipline of Education.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"15 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138627005","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}
引用次数: 0
Research Literacy and Teaching: The Peculiar Case of Research about Teaching about Research 研究性素养与教学:研究性教学研究的特殊案例
Pub Date : 2023-11-06 DOI: 10.7577/pp.5260
Martyn Hammersley
In recent times, the relationship between research and teaching has often been framed in terms of experimental investigations demonstrating what are effective pedagogical techniques. However, this is only one of several influential models of that relationship. While research literacy plays a key role in all of them, these models vary according to the type of research knowledge and skill felt to be of value to teachers, and in how teaching and education are conceptualised. This can be illustrated by the diverse forms of educational action research, and by different interpretations of “reflective practice”. To further explore the role of research literacy, I examine the case of research on teaching about research methods, addressing the following questions: What role does pedagogical research play in research methods teaching? What might this tell us about the relationship between research and teaching more generally? What does it say about the notion of research literacy?
近年来,研究与教学之间的关系经常被框定在实验调查的框架内,以证明什么是有效的教学技术。然而,这只是这种关系的几个有影响力的模型之一。虽然研究素养在所有这些模式中都发挥着关键作用,但这些模式根据对教师有价值的研究知识和技能的类型以及教学和教育的概念化方式而有所不同。这可以从教育行动研究的不同形式和对“反思性实践”的不同解释中得到说明。为了进一步探讨研究素养的作用,我考察了研究方法教学的研究案例,解决了以下问题:教学研究在研究方法教学中扮演什么角色?这可能会告诉我们研究和教学之间更普遍的关系?研究素养的概念是什么?
{"title":"Research Literacy and Teaching: The Peculiar Case of Research about Teaching about Research","authors":"Martyn Hammersley","doi":"10.7577/pp.5260","DOIUrl":"https://doi.org/10.7577/pp.5260","url":null,"abstract":"In recent times, the relationship between research and teaching has often been framed in terms of experimental investigations demonstrating what are effective pedagogical techniques. However, this is only one of several influential models of that relationship. While research literacy plays a key role in all of them, these models vary according to the type of research knowledge and skill felt to be of value to teachers, and in how teaching and education are conceptualised. This can be illustrated by the diverse forms of educational action research, and by different interpretations of “reflective practice”. To further explore the role of research literacy, I examine the case of research on teaching about research methods, addressing the following questions: What role does pedagogical research play in research methods teaching? What might this tell us about the relationship between research and teaching more generally? What does it say about the notion of research literacy?","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"20 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135679292","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}
引用次数: 0
Full issue Vol.13 No.1 (2023) 全刊第13卷第1期(2023年)
Pub Date : 2023-09-13 DOI: 10.7577/pp.5578
Fredrik Thue
{"title":"Full issue Vol.13 No.1 (2023)","authors":"Fredrik Thue","doi":"10.7577/pp.5578","DOIUrl":"https://doi.org/10.7577/pp.5578","url":null,"abstract":"","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135734271","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}
引用次数: 0
Working the Boundaries of Social Work: Artificial Intelligence and the Profession of Social Work 打破社会工作的界限:人工智能与社会工作专业
Pub Date : 2023-09-11 DOI: 10.7577/pp.5108
Marie Leth Meilvang
Artificial intelligence (AI) and algorithmic decision-support are relatively new technologies within the field of social work. This paper investigates how the social work profession in Denmark responds to the current technological changes. Analysing articles from professional journals associated with the Danish Association of Social Workers, online content on the association’s website, and interviews with key actors involved in the association’s work on technology, this paper shows how professional agents legitimize and criticise these technologies, thereby performing different kinds of boundary work. The paper will show how such boundary work, carried out by the profession of social work in Denmark, change over time, and how, in the discussion on artificial intelligence, the profession reinforces its own position within the welfare state, demarcates the boundaries between the profession of social work and other occupational groups, and formulates a new professional project.
人工智能(AI)和算法决策支持是社会工作领域中相对较新的技术。本文调查了丹麦的社会工作专业如何应对当前的技术变革。本文分析了与丹麦社会工作者协会相关的专业期刊上的文章、协会网站上的在线内容,以及对协会技术工作的关键参与者的采访,展示了专业代理人如何使这些技术合法化和批评,从而执行不同类型的边界工作。本文将展示这种由丹麦社会工作专业开展的边界工作如何随着时间的推移而变化,以及在关于人工智能的讨论中,该专业如何加强其在福利国家中的地位,划定社会工作专业与其他职业群体之间的界限,并制定新的专业项目。
{"title":"Working the Boundaries of Social Work: Artificial Intelligence and the Profession of Social Work","authors":"Marie Leth Meilvang","doi":"10.7577/pp.5108","DOIUrl":"https://doi.org/10.7577/pp.5108","url":null,"abstract":"Artificial intelligence (AI) and algorithmic decision-support are relatively new technologies within the field of social work. This paper investigates how the social work profession in Denmark responds to the current technological changes. Analysing articles from professional journals associated with the Danish Association of Social Workers, online content on the association’s website, and interviews with key actors involved in the association’s work on technology, this paper shows how professional agents legitimize and criticise these technologies, thereby performing different kinds of boundary work. The paper will show how such boundary work, carried out by the profession of social work in Denmark, change over time, and how, in the discussion on artificial intelligence, the profession reinforces its own position within the welfare state, demarcates the boundaries between the profession of social work and other occupational groups, and formulates a new professional project.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135982013","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}
引用次数: 0
期刊
Professions and Professionalism
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1