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Sentralt i den boka som blir lansert er data m.a. innsamla i StudData-prosjektet ved SPS, som eg har hatt tilgang til frå eg starta i bistilling ved senteret i 2005. Eit viktig siktemål med boka er difor å beskrive trekk ved nokre... more
Sentralt i den boka som blir lansert er data m.a. innsamla i StudData-prosjektet ved SPS, som eg har hatt tilgang til frå eg starta i bistilling ved senteret i 2005. Eit viktig siktemål med boka er difor å beskrive trekk ved nokre sentrale høgskulebaserte profesjonsutdanningar: sjukepleiar-, lærar- og sosialarbeidarutdanning. Det er utdanningar som bemannar (”bekvinner” er eit meir korrekt ord) svært sentrale aktørposisjonar i velferdsstaten
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Det har skjedd omfattande endringar i rekrutteringa til vidaregaande og hogre utdanning dei siste tiara. Fra tidlegare studiar veit vi at kvinnene no sokjer utdanning i mykje storre grad enn menn. Denne artikkelen dokumenterer at ungdom... more
Det har skjedd omfattande endringar i rekrutteringa til vidaregaande og hogre utdanning dei siste tiara. Fra tidlegare studiar veit vi at kvinnene no sokjer utdanning i mykje storre grad enn menn. Denne artikkelen dokumenterer at ungdom fra utkantfylke og -kommunar sokjer utdanning i storre grad enn unge fra sentrale strok. Det er jentene si utdanningssatsing som forklarer denne skilnaden. Artikkelen diskuterer mulige forklaringar pa fenomenet: endringar i ungdomsrolla, ein arbeidsmarknad i sterk endring. Ogsa Giddens sine omgrep «emancipatory politics» og «life politics» blir trekte inn i denne diskusjonen. ei siste ara har det skjedd omfattande endringar i rekruttering til vidaregaande og saerleg hogre utdanning langs sentrum/periferiaksen. Det vi med ei litt upresis nemning kan kalle norsk utkantungdom, ser ut til a fore an. I ein artikkel fra 1996 skreiv Ivar Frones om «Revolusjon uten oppror», der han skildra utdanningsrevolusjonen hos jentene i kjolvatnet av den moderne kjonns...
Research Interests: Humanities and Art
Målet med prosjektet var å følgje opp noko av det sentrale innhaldet i «Samspelsmeldinga» (nr. 13) – å samanlikne utdanningar og å utvikle meir kunnskap både om fagleg innhald og argumentasjon for og i mot, utdanningar med lite eller... more
Målet med prosjektet var å følgje opp noko av det sentrale innhaldet i «Samspelsmeldinga» (nr. 13) – å samanlikne utdanningar og å utvikle meir kunnskap både om fagleg innhald og argumentasjon for og i mot, utdanningar med lite eller mykje felleselement og fagleg samarbeid. Vi la opp til at prosjektet i stor grad skulle byggje på eksisterande datamateriale, men supplere med utfyllande data der det var behov for det. Det overordna målet var å bringe fram kunnskap som kan styrke grunnlaget for å vurdere argument for eller mot separate eller meir felles utdanningar på dette området
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Er hogskolene regionale kvalifiseringsinstitusjoner? Likheter og ulikheter pa Vestlandet og i hovedstadsregionen. Utgivelsesdata Tittel:Er hogskolene regionale kvalifiseringsinstitusjoner?Forfatter(e):Knut Gythfeldt og Kare... more
Er hogskolene regionale kvalifiseringsinstitusjoner? Likheter og ulikheter pa Vestlandet og i hovedstadsregionen. Utgivelsesdata Tittel:Er hogskolene regionale kvalifiseringsinstitusjoner?Forfatter(e):Knut Gythfeldt og Kare HeggenSerie:HiOA rapportIssn:1892-9648Nr:2012 nr 5Utgiver:HiOAAvdeling/fakultet:SPSSider:63Pris:200,– ISBN-print:978-82-93208-09-9
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This chapter discusses what impact education has on professional identity. Since the formation of professional identity is part of a process of socialisation, the chapter examines the impact of education, while identifying mechanisms that... more
This chapter discusses what impact education has on professional identity. Since the formation of professional identity is part of a process of socialisation, the chapter examines the impact of education, while identifying mechanisms that may contribute to the development of professional identity. The chapter shows that professional identity is developed through interactions between different actors as teachers, supervisors and peers. However, since tensions often exist within different subjects during education (e.g. psychology and law), as well as between different actors, students have to develop a professional identity through interaction with actors who represent slightly different approaches and traditions. This tension poses a challenge for students in the process of forming a professional identity.
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Our aim is to analyze how stories on drug use, present life situation and earlier experiences structure cannabis users’ self-presentations—as this is presented in interviews with young adults. The interviewees’ identity work takes place... more
Our aim is to analyze how stories on drug use, present life situation and earlier experiences structure cannabis users’ self-presentations—as this is presented in interviews with young adults. The interviewees’ identity work takes place within a narrative terrain including both a restrictive, official story about drugs and a liberal, subcultural story about cannabis. We identify four dominant narratives about cannabis users: the burnt user, the irresponsible user, the responsible user and the cannabis prophet. Some of these stories put the narrator at greater risk of condemnation, and the analysis shows how the interviewees negotiate between the different stories. The ambiguous position of cannabis use makes it a rich, but also equivocal, resource for identity work. Attentiveness to the individual’s present situation is essential for understanding how individuals make sense of their past, as well as their expectations for the future.
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In youth theory of the 90s, one frequently encounters the terms i~adi2~ieltialisation, risk, and reflexivity. More than in previous social systems, youth scenes in post-industrial societycan be characterised by terms such as dissolving... more
In youth theory of the 90s, one frequently encounters the terms i~adi2~ieltialisation, risk, and reflexivity. More than in previous social systems, youth scenes in post-industrial societycan be characterised by terms such as dissolving traditions, diversity, individual solutions, ...
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The aim of this study is to explore how nurses perceive patient participations of patients over 75 years old undergoing hemodialysis treatment in dialysis units, and of their next of kin. Ten nurses told stories about what happened in the... more
The aim of this study is to explore how nurses perceive patient participations of patients over 75 years old undergoing hemodialysis treatment in dialysis units, and of their next of kin. Ten nurses told stories about what happened in the dialysis units. These stories were analyzed with critical discourse analysis. Three discursive practices are found: (1) the nurses’ power and control; (2) sharing power with the patient; and (3) transferring power to the next of kin. The first and the predominant discursive practice can be explained with an ideology of paternalism, in which the nurses used biomedical explanations and the ethical principle of benefice to justify their actions. The second can be explained with an ideology of participation, in which the nurses used ethical narratives as a way to let the patients participate in the treatment. The third seemed to involve autonomous decision-making and the ethical principle of autonomy for the next of kin in the difficult end-of-life dec...
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The debate continues on what constitutes core knowledge in professional work in child welfare and child protection. The aims of this article are to examine what different sources of knowledge social workers report to use in their daily... more
The debate continues on what constitutes core knowledge in professional work in child welfare and child protection. The aims of this article are to examine what different sources of knowledge social workers report to use in their daily work and to determine the importance of different knowledge sources in relation to their work experience, educational background and type of employment (caseworker/manager). Data were obtained from a survey completed by 390 social workers in municipal child welfare services in Western Norway. Social workers answered questions regarding their use of different knowledge sources in their daily work. The information they obtained in a particular case and their personal experiences were the most frequently used sources. Factor analysis revealed four subgroups of knowledge sources: The most frequently used were: (a) Colleagues and Supervision and (b) Personal Experience, followed by (c) Social Work Education, Courses and Municipal and State Documents, with (d) Journal Articles, Textbooks and External Sources being the least frequently used. The most important source for social workers with less work experience was Colleagues and Supervision, whereas the factor Journal Articles, Textbooks and External Sources was more often important for social workers with a master’s degree than for those without this level of education. Overall, social workers seem to rely mostly on personal experience and their colleagues as sources of knowledge in their work.
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ABSTRACT This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning... more
ABSTRACT This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to be important. The concept of coherence seen as an expression of relevance is introduced and measured by four kinds of interactions: Theory–practice interaction, teacher–student interaction, peer interaction and supervisor–student interaction. Analysis indicates that coherence, particularly as theory–practice interaction, peer interaction and supervisor–student interaction, has a significant impact on dedication to and identification with a profession. Longitudinal survey data – collected from students in colleges for teaching, nursing and social work – are analysed.
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... programmes at universities and colleges and competence for professional work in, for example, schools, hospitals, welfare institutions or offices. ... Socio‐cultural theory is sometimes criticised for describing contexts like colleges... more
... programmes at universities and colleges and competence for professional work in, for example, schools, hospitals, welfare institutions or offices. ... Socio‐cultural theory is sometimes criticised for describing contexts like colleges and work arenas almost as closed rooms. ...
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It can be difficult for students to relate theoretical knowledge and practical skills when making the transition from the classroom to professional practice. The concept of coherence has been suggested as an appropriate way to address how... more
It can be difficult for students to relate theoretical knowledge and practical skills when making the transition from the classroom to professional practice. The concept of coherence has been suggested as an appropriate way to address how the relationships involved (i.e. between theoretical knowledge and practical skills and between classroom teaching and professional practice) affect the development of professional knowledge and skills. Three types of coherence are addressed in this paper: (1) biographical coherence: pre-enrolment experience; (2) programme coherence: the extent to which the theoretical and practical parts of the curriculum are integrated in teaching and placement, respectively and (3) transitional coherence: the relationship between learning outcomes in education and the first few years as newly qualified professionals. Four professional groups are examined: primary school teachers, preschool teachers, nurses and social workers. Data are drawn from a longitudinal survey in which students answered a questionnaire at the end of their studies and at three years after graduation. Results indicate that all three types of coherence have a significant impact on students’ and newly qualified professionals’ outcomes in terms of theoretical knowledge and practical skills. Moreover, programme coherence is an important factor not only in classroom teaching but also in placement.
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ABSTRACT This article uses an activity–theoretical perspective on context to explore final-year student nurses’ and student teachers’ perceptions of learning in their professional programmes. We analyse focus group interviews about... more
ABSTRACT This article uses an activity–theoretical perspective on context to explore final-year student nurses’ and student teachers’ perceptions of learning in their professional programmes. We analyse focus group interviews about critical aspects of teaching and nursing preparation and articulate processes of learning within and across coursework and fieldwork training. The comparative analysis reveals particular differences between students’ perceptions whereas student nurses, especially in the final year of their programme, experience that both college teachers and practice supervisors help them to contextualise theoretical and practical forms of knowledge so as to enhance their learning, student teachers portray their four-year programme as largely disconnected from the school setting with significant negative learning effects. We discuss possible explanations for these differences and argue that situated approaches should be expanded to better explain and facilitate the process of meaningful learning and thinking.