| Autor: |
Lisbeth Haastrup, Lars Emmerik Damgaard Knudsen |
| Přispěvatelé: |
Knudsen, Lars Emmerik Damgaard |
| Jazyk: |
angličtina |
| Rok vydání: |
2015 |
| Předmět: |
|
| Zdroj: |
Haastrup, L & Knudsen, L E D (ed.) 2015, ' Theory and practice in the workshop : using the gap ', Nordic Psychology, vol. 67, no. 2, pp. 117-135 . https://doi.org/10.1080/19012276.2015.1031959 |
| DOI: |
10.1080/19012276.2015.1031959 |
| Popis: |
The aim of this study was to investigate epistemological beliefs and programme coherence in nursing, social work and general teacher-training programmes. An abstract theoretical knowledge base is a key characteristic of these professions. However, it is has been reported that professional education and professional practice are out of step. Data used in this study are drawn from surveys among students, college teachers and placement supervisors. The results from this study do not corroborate the notion of clashing epistemological beliefs between the educational field and the field of practice. The results, however, indicate that the way theories are taught may influence the students' views of the importance of theoretical knowledge for professional practice. Programme coherence and study efforts also have an impact on students' perceptions of theoretical knowledge. The general teacher-training programme, more than the other programmes, faces challenges linking theory to practice. The nursing programme also encounters some difficulties in relating nursing-specific theory to practice in classroom teaching. AbstractThe ways the relationship between theory and practice is understood and implemented in studyprogrammes is a question that has been posed since antiquity, and that the Bologna processand the reform of the professional bachelor programme problem have intensified also inDenmark. Professional bachelor programmes have become increasingly abstract, and theindividual educational institutions have been merged into university colleges [Undervisningsministeriet(2007). Bekendtgørelse om uddannelsen til professionsbachelor som læreri folkeskolen. BEK nr 219 af 12/03/2007. Ministry of Education. Proclamation of ProfessionalBachelor Teacher Education Programme. Retrieved May 2014 from, https://www.retsinformation.dk/Forms/R0710.aspx?id=25302]. In this article, we reflect on the epistemologicalchallenges we faced during a research project on the correlation between theory and practiceand drop-out rates at four professional bachelor programmes in Denmark. Our point ofdeparture was to view theory and practice as across time and place. But the contrasts among thefour programmes made it clear to us that the various understandings of the relations betweentheory and practice that we observed had to be seen as mixed cultural practices undergoing aprocess of change. The concepts of theory and practice, the places, the academic content andteaching methods, and knowledge forms we observed were mutually interdependent, andfought for recognition as central to the way in which professional bachelor programmes werereproduced and transformed. In this article, we use the comprehensive transformationprocesses of professional bachelor programmes as reasons for reframing/restating questionsregarding theory and practice in which theory and practice are viewed as cultural forms ineducation and professional practice. We suggest an actual didactics of theory–practice as partof professional bachelor programme practice for lecturers, students and supervisors. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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