Drawing on Schatzki's theoretical concepts of practice, this article explores how health professionals change and form professionalism in the encounter with practices in telemedicine settings with physiotherapeutic online exercises and nursing video consultations in-home care in two municipalities in Denmark. Analyses in this paper bases on an 18-month ethnographic field study with 158 observations with ethnographic interviews and 16 interviews with six health professionals (n=6), to get insight into health professionals experiences on health professionals experiences on practices in telemedicine settings. Drawing on the analyses the paper unfolds a concept, "situated-sense-filtering" as a professional method. The concept demonstrates how individuals interpretation of ontologically altered practice changes and forms professionalism. The paper emphasizes a point that lack of collective interpretations of professionalism overrides professions' influence on their professionalism. The article suggests political and institutional supports on professional collective processes changing professionalism through the practice of telemedicine.
{"title":"Changes in Professionalism Through the Practice of Telemedicine: Conceptualizing a Situated Sense Filter","authors":"K. Vestergaard","doi":"10.7577/PP.3857","DOIUrl":"https://doi.org/10.7577/PP.3857","url":null,"abstract":"Drawing on Schatzki's theoretical concepts of practice, this article explores how health professionals change and form professionalism in the encounter with practices in telemedicine settings with physiotherapeutic online exercises and nursing video consultations in-home care in two municipalities in Denmark. Analyses in this paper bases on an 18-month ethnographic field study with 158 observations with ethnographic interviews and 16 interviews with six health professionals (n=6), to get insight into health professionals experiences on health professionals experiences on practices in telemedicine settings. Drawing on the analyses the paper unfolds a concept, \"situated-sense-filtering\" as a professional method. The concept demonstrates how individuals interpretation of ontologically altered practice changes and forms professionalism. The paper emphasizes a point that lack of collective interpretations of professionalism overrides professions' influence on their professionalism. The article suggests political and institutional supports on professional collective processes changing professionalism through the practice of telemedicine.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49523983","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}
The changes in European healthcare education, building on the Bologna Process, aimed at the integration of clinical work and teaching and promoted a holistic patient and learner-centred professional paradigm. The article, based on the findings of two qualitative studies (2017–2019), focuses on the transformation of the nursing profession in the context of the Estonian healthcare curriculum reform. Thematic written interviews accompanied by a drawing task were collected from clinical nurse teachers and graduating students. The data was analysed using hermeneutic content and comparative analysis. The findings showed that the students had internalised the patient-centred paradigm and integrated teaching into their clinical work, but their learning was hampered by the institutional atmosphere dominated by clinical values. Among the nurses, only the “ideal clinical teachers” had combined clinical work and teaching in their professional paradigm. The tensions in the clinical internship limit the attainment of the reformed profession.
{"title":"Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia","authors":"Kristel Kotkas, A. Heikkinen, Larissa Jõgi","doi":"10.7577/pp.3995","DOIUrl":"https://doi.org/10.7577/pp.3995","url":null,"abstract":"The changes in European healthcare education, building on the Bologna Process, aimed at the integration of clinical work and teaching and promoted a holistic patient and learner-centred professional paradigm. The article, based on the findings of two qualitative studies (2017–2019), focuses on the transformation of the nursing profession in the context of the Estonian healthcare curriculum reform. Thematic written interviews accompanied by a drawing task were collected from clinical nurse teachers and graduating students. The data was analysed using hermeneutic content and comparative analysis. The findings showed that the students had internalised the patient-centred paradigm and integrated teaching into their clinical work, but their learning was hampered by the institutional atmosphere dominated by clinical values. Among the nurses, only the “ideal clinical teachers” had combined clinical work and teaching in their professional paradigm. The tensions in the clinical internship limit the attainment of the reformed profession.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71367967","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}
The objective of this empirical study was to explore the impact of community—led work on the (de-)professionalization process among public library professionals in Canada through the analyzation of transcripts from 11 semi-structured interviews and a guideline document. The results were analyzed and sensitized through Abbott’s professionalization theory (1988) and Bourdieu’s praxeology theory (1986; 1992). With the methodology of grounded theorization, the study found that the profession has changed, and is changing, into the direction of possible deprofessionalization, due to not only external but also internal factors in the form of a collegial conflict.
{"title":"Community-led Work and Its Impact on Deprofessionalization: The Case of Public Library Professionals","authors":"Jenny Nilsson","doi":"10.7577/pp.3906","DOIUrl":"https://doi.org/10.7577/pp.3906","url":null,"abstract":"The objective of this empirical study was to explore the impact of community—led work on the (de-)professionalization process among public library professionals in Canada through the analyzation of transcripts from 11 semi-structured interviews and a guideline document. The results were analyzed and sensitized through Abbott’s professionalization theory (1988) and Bourdieu’s praxeology theory (1986; 1992). With the methodology of grounded theorization, the study found that the profession has changed, and is changing, into the direction of possible deprofessionalization, due to not only external but also internal factors in the form of a collegial conflict.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42156970","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}
The education policy of the last few decades has significantly changed the Swedish school system. Municipalization and deregulation reforms were implemented in parallel with an internationally prescribed professionalization of teachers. This seemingly contradictory combination has reshaped not only teachers’ attitudes and actions but also those of principals and students as managers and consumers. In light of these changes, the professionalization of teachers and the strategic importance of a teacher-specific knowledge base, multi-year academic training, certification and career steps are analysed. Based on Freidson's three competing work organization and control logics, this article focuses on how the mix of logics has changed at the expense of professionalism in favour of bureaucracy and the market. The professionalization reforms have in some respects benefited teachers, especially with regard to their positions in the labour market. In other respects, the actions of managers and consumers have resulted in restrictions on teachers' autonomy as professionals.
{"title":"Swedish School Reforms and Teacher Professionalism","authors":"Margareta Nilsson Lindström","doi":"10.7577/pp.3878","DOIUrl":"https://doi.org/10.7577/pp.3878","url":null,"abstract":"The education policy of the last few decades has significantly changed the Swedish school system. Municipalization and deregulation reforms were implemented in parallel with an internationally prescribed professionalization of teachers. This seemingly contradictory combination has reshaped not only teachers’ attitudes and actions but also those of principals and students as managers and consumers. In light of these changes, the professionalization of teachers and the strategic importance of a teacher-specific knowledge base, multi-year academic training, certification and career steps are analysed. Based on Freidson's three competing work organization and control logics, this article focuses on how the mix of logics has changed at the expense of professionalism in favour of bureaucracy and the market. The professionalization reforms have in some respects benefited teachers, especially with regard to their positions in the labour market. In other respects, the actions of managers and consumers have resulted in restrictions on teachers' autonomy as professionals. \u0000 ","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7577/pp.3878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71367926","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}
This article has examined the various ways vulnerability among children is constructed by four groups of welfare professionals (teachers, daycare workers, social workers, and health care workers) within a Danish welfare context. Based on an empirical research project that featured a large number of interviews, the article has demonstrated how professionals construct vulnerability from a combination of their professional background and experiences in their working practice related to vulnerability among children. The research findings have revealed that professional employees in general tend to link vulnerability among children to either diagnoses and deviant behavior or a child’s family context. At the same time, professional employees tend to ignore the possibility that vulnerability might be produced inside an institutional context like a school or kindergarten. In linking vulnerability to the child’s family context, professional employees generally point to classic forms of risk and social problem factors related to children’s families.
{"title":"Constructions of Vulnerability by Different Groups of Welfare Professionals","authors":"Birgitte Theilmann, Erik K. Laursen","doi":"10.7577/pp.3838","DOIUrl":"https://doi.org/10.7577/pp.3838","url":null,"abstract":"This article has examined the various ways vulnerability among children is constructed by four groups of welfare professionals (teachers, daycare workers, social workers, and health care workers) within a Danish welfare context. Based on an empirical research project that featured a large number of interviews, the article has demonstrated how professionals construct vulnerability from a combination of their professional background and experiences in their working practice related to vulnerability among children. The research findings have revealed that professional employees in general tend to link vulnerability among children to either diagnoses and deviant behavior or a child’s family context. At the same time, professional employees tend to ignore the possibility that vulnerability might be produced inside an institutional context like a school or kindergarten. In linking vulnerability to the child’s family context, professional employees generally point to classic forms of risk and social problem factors related to children’s families.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42627596","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}
In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.
{"title":"Knowledge Discourses and Coherence in Professional Education","authors":"H. Hermansen","doi":"10.7577/pp.3713","DOIUrl":"https://doi.org/10.7577/pp.3713","url":null,"abstract":"In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47951161","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}
Despite the academisation process the profession goes through in many western countries for decades, the level of autonomy of the nursing profession is still relatively low; nurses remain broadly under the domination of doctors and hospitals. The opening in 2009 at the University of Lausanne of a master’s degree marked a new stage in the history of the profession in Switzerland. With new resources, the emergence of this nurses’ profile disrupting professional relationships, both with respect to doctors as well as within the profession. After having presented the stakes of going through an academic training based on scientific knowledge, the article shows the attempt of redefinition of the practical and symbolic roles to which it gives rise as well as some of the effects of this diploma and its resources are having on the professional relationships.
{"title":"An Ambivalent Recognition: The Academisation of Nursing in Switzerland","authors":"Kevin Toffel","doi":"10.7577/pp.3813","DOIUrl":"https://doi.org/10.7577/pp.3813","url":null,"abstract":"Despite the academisation process the profession goes through in many western countries for decades, the level of autonomy of the nursing profession is still relatively low; nurses remain broadly under the domination of doctors and hospitals. The opening in 2009 at the University of Lausanne of a master’s degree marked a new stage in the history of the profession in Switzerland. With new resources, the emergence of this nurses’ profile disrupting professional relationships, both with respect to doctors as well as within the profession. After having presented the stakes of going through an academic training based on scientific knowledge, the article shows the attempt of redefinition of the practical and symbolic roles to which it gives rise as well as some of the effects of this diploma and its resources are having on the professional relationships.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43595008","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}
Reflecting on Bourdieu’s theory of symbolic power, the aim of our study was to determine the degree to which prestige ranking follows a logic of social recognition that transcends health professional group boundaries. Based on a previous cross-sectional survey, in which 605 health professionals ranked 19 diseases and 17 specialties, this paper draws on data from 25 in-depth interviews with nurses, doctors and nursing/medical students with the objective to understand to what degree each of the four groups dissociates themselves from the prestige ranking demonstrated in the survey. We found that all four groups have similar perceptions of prestige. However, while doctors and nurses defend the hierarchy of specialisations in medicine, medical students and nursing students to a greater degree challenge the status quo. This has no real impact, as their dissenting opinions are articulated from positions defined by their rank in the distribution of capital. Therefore, these positions cannot significantly threaten the stability of the healthcare field.
{"title":"Prestige Hierarchies and Relations of Dominance Among Healthcare Professionals","authors":"A. Hindhede, Kristian Larsen","doi":"10.7577/PP.3447","DOIUrl":"https://doi.org/10.7577/PP.3447","url":null,"abstract":"Reflecting on Bourdieu’s theory of symbolic power, the aim of our study was to determine the degree to which prestige ranking follows a logic of social recognition that transcends health professional group boundaries. Based on a previous cross-sectional survey, in which 605 health professionals ranked 19 diseases and 17 specialties, this paper draws on data from 25 in-depth interviews with nurses, doctors and nursing/medical students with the objective to understand to what degree each of the four groups dissociates themselves from the prestige ranking demonstrated in the survey. We found that all four groups have similar perceptions of prestige. However, while doctors and nurses defend the hierarchy of specialisations in medicine, medical students and nursing students to a greater degree challenge the status quo. This has no real impact, as their dissenting opinions are articulated from positions defined by their rank in the distribution of capital. Therefore, these positions cannot significantly threaten the stability of the healthcare field.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7577/PP.3447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46386202","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}
This article compares collegiality between two professional groups—teachers and police officers. The purpose is to add an open, “cross-professional dimension” to the discussion about collegiality in the teaching and police professions. By investigating collegial relations within the two professions, we provide a unique comparison. Using positioning theory, we analysed variations in stories about colleagues and found that the functions of collegiality share similar norms of trust, loyalty and professionalism. Moreover, what seems to be a case of collegial resource can paradoxically be a challenge to clients when different practices of and responses to professional behaviour are outlined. We suggest that the reason for this paradox might be found in the exposure of individualised responsibility and accountability within the two professions, which drives a perceived need for collegial community-building processes.
{"title":"A Cross-Professional Analysis of Collegiality Among Teachers and Police Officers","authors":"Håkan Löfgren, Malin Wieslander","doi":"10.7577/PP.3493","DOIUrl":"https://doi.org/10.7577/PP.3493","url":null,"abstract":"This article compares collegiality between two professional groups—teachers and police officers. The purpose is to add an open, “cross-professional dimension” to the discussion about collegiality in the teaching and police professions. By investigating collegial relations within the two professions, we provide a unique comparison. Using positioning theory, we analysed variations in stories about colleagues and found that the functions of collegiality share similar norms of trust, loyalty and professionalism. Moreover, what seems to be a case of collegial resource can paradoxically be a challenge to clients when different practices of and responses to professional behaviour are outlined. We suggest that the reason for this paradox might be found in the exposure of individualised responsibility and accountability within the two professions, which drives a perceived need for collegial community-building processes.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42873846","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}
This paper presents a scoping review and thematic analysis of literature on university teacher educators’ professional agency between 2007 and 2019. Its aim is to map empirical studies to date and identify gaps in research to inform a future research agenda. 28 articles that met the inclusion criteria were subjected to thematic analysis, using line-by-line open and axial coding. Four main interrelated themes were identified: (i) education policies, (ii) professional development, (iii) identity, and (iv) social justice. This thematic intersection reflects intricated factors promoting and hindering the achievement of teacher educators’ professional agency. Findings suggest that more research is needed to develop theoretical and empirical understandings of the multidimensional character of their professional agency, and the myriad of opportunities and constraints impacting on it.
{"title":"University Teacher Educators’ Professional Agency: A Literature Review","authors":"Yenny Hinostroza","doi":"10.7577/PP.3544","DOIUrl":"https://doi.org/10.7577/PP.3544","url":null,"abstract":"This paper presents a scoping review and thematic analysis of literature on university teacher educators’ professional agency between 2007 and 2019. Its aim is to map empirical studies to date and identify gaps in research to inform a future research agenda. 28 articles that met the inclusion criteria were subjected to thematic analysis, using line-by-line open and axial coding. Four main interrelated themes were identified: (i) education policies, (ii) professional development, (iii) identity, and (iv) social justice. This thematic intersection reflects intricated factors promoting and hindering the achievement of teacher educators’ professional agency. Findings suggest that more research is needed to develop theoretical and empirical understandings of the multidimensional character of their professional agency, and the myriad of opportunities and constraints impacting on it.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42950494","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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