Professionsidentitet under transformation: Den kliniske vejleders undervisningspraksis som eksempel på velfærdsorganisering

Point of departure is the increase of differentiation we see within knowledge and labor. Consequently, more educations are established and pressumably the new professionals will consolidate as professions with own jurisdiction. This article aims to focus on the transfor- mation, a profession identity undergoes in the process of consolidation. Empirical data orig- inating from ethnographic field studies of the clinical teacher’s teaching practices within the practical part of nurse education are analyzed as a case, and here seen as a kind of wel- fare organization. With inspiration from Stuart Hall and his cultural study tradition the analysis shows how the clinical teacher experiences setbacks when striving for a better po- sition. However, these ‘diasporic experiences’ determine that the transformation of profes- sion identity contains both elements of emancipation and change but also inertia, and it is finally discussed whether this approach is suitable for researchers who have a more subtle affinity to the research object.