The challenge of establishing a professional practice within practical education

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

3 Citationer (Scopus)

Resumé

Clinical teachers in the discipline of nursing in Denmark undergo additional
education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicing as working professionals attempting to gain a foothold in their own jurisdiction. This study demonstrates that teaching practices contain implicit norms of what counts as knowledge among clinical teachers. Consequently, the classic knowledge hierarchy is continuously reproduced, and the intrinsic qualities of practice that are characterised as opaque, fluctuating, concrete, and highly personal are overlooked and downplayed in the clinical teacher’s teaching practices. Instead, bringing abstract, academic knowledge into play seems to be a strong marker that emerges when distinguishing the actual practice of nursing from clinical teaching. Organisational imperatives strongly disrupt the pedagogical agenda. When clinical teachers struggle to demarcate jurisdictions, their professional identities are at risk of being blurred and becoming unclear.
OriginalsprogEngelsk
TidsskriftEthnography and Education
Vol/bind10
Udgave nummer2
Sider (fra-til)185-197
ISSN1745-7823
DOI
StatusUdgivet - 8 jan. 2015

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nursing
education
teaching practice
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qualification

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title = "The challenge of establishing a professional practice within practical education",
abstract = "Clinical teachers in the discipline of nursing in Denmark undergo additional education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicing as working professionals attempting to gain a foothold in their own jurisdiction. This study demonstrates that teaching practices contain implicit norms of what counts as knowledge among clinical teachers. Consequently, the classic knowledge hierarchy is continuously reproduced, and the intrinsic qualities of practice that are characterised as opaque, fluctuating, concrete, and highly personal are overlooked and downplayed in the clinical teacher’s teaching practices. Instead, bringing abstract, academic knowledge into play seems to be a strong marker that emerges when distinguishing the actual practice of nursing from clinical teaching. Organisational imperatives strongly disrupt the pedagogical agenda. When clinical teachers struggle to demarcate jurisdictions, their professional identities are at risk of being blurred and becoming unclear.",
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The challenge of establishing a professional practice within practical education. / Højbjerg, Karin.

I: Ethnography and Education, Bind 10, Nr. 2, 08.01.2015, s. 185-197.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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