Tidsskrift for Professionsstudier 2023-08-15T17:39:53+02:00 Martin Blok Johansen ( Open Journal Systems Introduktion: Professionsidentitet 2023-08-11T10:52:05+02:00 Redaktionen 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Kohærens og professionel identitet 2023-08-11T11:49:56+02:00 Thomas Iskov Kåre Heggen Johanne Grøndahl Glavind Vibeke Røn Noer <p>It is a persistent challenge for professional education programs to create meaningful connections, where the knowledge content, as a premise, is heterogeneous and draws on different scientific disciplines. Based on the concept of coherence, the article discusses how professional education programs can enhance students' professional development by working with educational coherence. The perspective of the article is that the complexity of professional education programs cannot or should not be eliminated; instead, the education should bring the differences into respectful interaction and thereby support the students' own creation and experience of meaningful but contradictory connections.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Læreprocesser i et landskab af praksisfællesskaber 2023-08-11T11:55:32+02:00 Sine Lehn Mari Holen <p>The article explores how nurses form their professional identity through orientations in and out of different communities of practice that they encounter during their basic education and first encounters with the labour market. Inspired by Wenger-Trayner and Wenger-Trayner (2015), professional identity is understood as subjective orientations in the landscape of communities of practice that constitute the nursing profession. The analysis is empirically grounded in qualitative, longitudinal studies of a group of nurses who have been ethnographically followed for seven years so far. The analysis shows how nurses' professional identity in 2023 develops as movements through a landscape of communities of practice. The analysis shows how professional identity is shaped by participation within the individual community of practice, and that this participation involves both engaging and disengaging learning processes.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Det farlige spørgsmål: Identitetsudfordringer for nye studerende ved en ung professionsuddannelse 2023-08-11T12:05:19+02:00 Mads Kryger Frandsen Trine Kokholm Kaare Aagaard <p>This article explores understandings of professional identity among newly started students at the Public Administration Bachelor-education at a Danish University College and analyzes tensions linked to these. Based on data from focus group interviews and ‘study start tests’ the article focuses on perceived advantages and disadvantages of initiating an education with short history, low public visibility, but also great flexibility in relation to potential career paths. Based on Kåre Heggen's theoretical work, the analysis highlights the distinction between an internal and an external view of the education as crucial for understanding the students’ statements. A key observation is that the students generally consider flexibility in relation to future career paths to be a strength, but at the same time miss the external recognition associated with more established professions. The article thereby shows how many new students, on the one hand, request the legitimacy linked to clear professional images, but on the other hand, highlight their appreciation of the flexibility and open-ended nature of this particular education. It thus points to a central, but also difficult, challenge with relevance across a wide range of University College educations: How to balance a strong collective identity with the needs of individualization and flexibility?</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Professionsidentitet på tværs 2023-08-11T13:49:14+02:00 Birgitte Lund Nielsen Nanna R. Lang Trine H. Grosen Hanne Høyer <p>In the paper differences and similarities comparing professional identity in educations for Nurse, Teacher and Bachelor of Nutrition and Health are discussed. Professional identity formation is conceptualized as a fluid and socially negotiated process. There are international studies about professional identity for nurses and teachers, but a lack of comparative studies. The empirical material are group interviews with students and educators analyzed by reflexive thematic analysis. Both groups are asked about the collective professional identity and experiences with external understandings (based on pictures), and the students also about their (pre)professional identity. The analyses show that all three are professions working with empathy in human relations. There are however different stereotypes related to the external understanding of the professions. The student teachers have experienced to a high degree to have to defense their educational choice and position themselves in opposition to the traditional picture of transmissive teaching. The educators and student nurses challenge the picture of a “nice girl”. They refer to the present political focus and refer to the identity as challenged. Bachelor of Nutrition and Health is a new and somewhat diffuse profession. Acting on evidence but also with respect for the individual is formulated as a core.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Professionsidentitet blandt ergoterapeutstuderende 2023-08-11T13:53:28+02:00 Kim Lee Kathrine Skovdal Hansen Ann Jensen Jeanette Reffstrup Christensen <p>Den skabelsesproces, der skal til for at opbygge en professionsidentitet hos ergoterapeutstuderende, er kontekstafhængig, og den påvirkes især af den måde, professionen og ergoterapeutuddannelserne udformes lokalt. International forskning kan derfor ikke altid overføres til en dansk uddannelseskontekst. Gennem et narrativt studie undersøges sytten ergoterapeutstuderendes erfaringer med det kliniske undervisningsbidrag til skabelse af professionsidentitet. Empirien viser, at den kliniske undervisning spiller en central rolle i skabelsen af professionsidentitet. Artiklen diskuterer den kliniske undervisnings betydning ift. de studerendes afklaring af, om de kan se sig selv som ergoterapeuter, samt hvordan kobling mellem teori og praksis foregår i samarbejde med de kliniske undervisere.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Frivilliges samarbejde med medarbejdere i kirken - med hvilket engagement? 2023-08-15T11:24:14+02:00 Holger Højlund Helle Hygum Espersen <p>Ved at bruge fransk pragmatisme som optik viser artiklen, hvordan frivillige, når de indgår i kirkeligt arbejde, har forventninger til de ansatte, de samarbejder med. Fordi samarbejdet er spændt ud mellem forskellige værdiordener stiller de frivillige krav til de professionelle om at være eksplorative, rammesættende, planlæggende, ligeværdige samt værter og værtinder gennem opbygning af trygge, hjemlige og kærlighedsfyldte rum. I samarbejdet med frivillige træder de professionelle ind i en arena af modstridende forventninger og uafklarethed, hvilket stiller krav til de professionelle om nye kompetencer.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 At arbejde uden for comfort zone - rekonstruktion af læreres professionsidentitet 2023-08-15T12:49:19+02:00 Anne Mette Hald Louise Hvitved Byskov 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Udvikling af præ-professionel identitet i en ung uddannelse 2023-08-15T12:52:59+02:00 Nanna R. Lang Birgitte L. Nielsen Trine H. Grosen Hanne Høyer <p>This paper examines pre-professional identity (PPI) in a young professional education. PPI is a matter of students’ dawning professional identity during education. The empirical material are group interviews with nutrition and health students and educators as well as participatory observation. Data is analysed using reflexive thematic analysis. The analysis shows that it is difficult for students and educators to identify the characteristics of the profession of nutrition and health. However, they do point to these unifying elements: A Bachelor of Nutrition and Health holds knowledge of nutrition and health, and works with foods, counselling and communication based on evidence and with respect and care of the individual. The analysis also shows that it impacts the understanding and development of PPI in young professional educations that students and educators find the profession broad. Therefore, it might be of relevance to facilitate students’ reflections on PPI during their education. This could be done by facilitating room for reflection across students, lecturers, head of education, and practitioners, and through a logbook for professional identity.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Spirende professionelle 2023-08-15T12:56:31+02:00 Nicolaj Johansson Stine Bylin Bundgaard <p>Society's complexity and constant movement place great demands on education programs to train competent, reflexive, robust and committed students who can think, act and act in a qualified and professional manner. In this article, we will examine the students' experience of professional identity formation during practicum. Educating into a profession and developing a professional identity is a transition that contains many complex facets in the form of developing expert knowledge, skills, behavior, attitudes, and professionalism (Wilson et al., 2013). Barnet (2012) describes this transition as a dynamic journey without a specific destination, which is influenced by both the individual's personal characteristics and the professional practice that the individual participates in. The starting point is impact in practice courses on the Social Education and the Medical Education, where social identities is articulated and the formation of professional identity is the focal point (Rothuizen, 2015; Van den Broek et al., 2020; Rothuizen &amp; Togsverd, 2020a). Based on an analysis of field studies and focus group interviews with students, an argument is made for understanding the concept as social identity based on the general picture drawn from the data. The understanding of social identity contains adjustment of the self in relation to the profession and the exercise thereof (action). Knowledge that is essential in the debate about how professions are trained for a complex and changing world.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Et godt arbejdsliv 2023-08-15T13:02:53+02:00 Marie Konge Nielsen <p>This article deals with how, when, and why one develops an identity as a professional. To be able to develop a professional identity a good working life is a necessary companion. The underlying premise of this assumption is that the professional needs to be able to internalize the identity, i.e., identify with the profession in a community of practice. The article begins with the Danish society’s demographic development and the appearance of the ageing society. This development is related to the concept life course and the importance of transitions. Specific attention is given to the transition from graduation to working life as a professional. The argument is that older and more experienced generations’ significance for the development of a professional identity is of crucially importance for this transition and therefore also for both attraction to and retention in a profession. The case material is based on the nursing profession.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 De vil gerne gøre en forskel, men… 2023-08-15T13:14:10+02:00 Vibeke Røn Noer Malene Damkjær Rasmussen Ditte Graversgaard Hansen <p>Recruiting and retaining nurses in the profession has become increasingly challenging, and the interest in pursuing nursing education is significantly declining. In this article, we investigate the factors that motivate students to choose nursing as their field of study, as expressed in their own words, and examine what is crucial for them in terms of shaping their professional identity and envisioning a future in the profession. The analysis in this article is based on 114 self-portraits written by nursing students shortly before completing their education. The findings indicate that the nursing students are genuinely interested in the profession. They are motivated by the ambition to make a difference. However, their experiences within a healthcare system where care and nursing are under pressure present the future professionals with a difficult situation. The challenge lies in shaping their professional identity amidst the tension between ideals and a strained professional practice. One possible outcome is that the students complete their education but opt out of working as nurses. In conclusion, we argue that the healthcare system needs future nurses who dare to insist on care as a fundamental premise and as part of the nursing profession's ambition on behalf of the patient. Therefore, there is a persistent need to work on creating frameworks and conditions within the healthcare system that make this possible and that retain students in their education and later retain trained nurses in the profession.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Barnehagelærere med ny identitet 2023-08-15T13:18:11+02:00 Tom Skauge Elin Eriksen Ødegaard Olav Kvitastein <p>When professionals leave the profession for which they were trained, it is reasonable to assume that society has a challenge. Important theoretical and practical expertise and knowledge leave the sector. Often, escape routes from a profession are also a signal that those who are professionally educated are not satisfied with the working conditions at their workplace - a signal of an identity crisis in the profession. Pre-school or kindergarten teachers in Norway were for a long time a professional group that left their profession - they were nomads of professions. A study from 2015 (Gulbrandsen 2015) showed that kindergarten teachers stopped quitting. The nomad character for Norwegian pre-school teachers became weaker. Guldbrandsen concludes that the change can be explained by a strengthened societal recognition of the professional group's contribution and expertise. The professional identity gained legitimacy in the occupational group's surroundings. This article is based on findings from extensive follow-up research for the reform of Norwegian kindergarten teacher training - the BLU reform from 2014 to 2016. The survey provided extensive data material with answers from students for 3 years over the entire reform period. Our findings indicate that attitudes and values among the students - future professionals - can contribute to the nomadic character of the kindergarten teaching profession remaining low in the future as well. One factor that contributes strongly to explaining variation is the distinction between intrinsic and extrinsic motivation. The students in our selection are strongly internally motivated. The heart beats for the children. No other factor provides a stronger explanatory power than this one.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 En sammenhængende overgang? 2023-08-15T13:33:25+02:00 Ane Bjerre Odgaard Anette Boye Koch Helle Marie Skovbjerg <p>This paper examines play experiments during children’s transition from kindergarten to school. Empirically, the article relies on field observations from a pilot study in 2020 where play experiments were designed and unfolded as transition activities in a Danish school district. In a range of pedagogically framed play experiments at the local school, the oldest children from the local kindergartens participated together with school children from 3<sup>rd</sup> grade, and with pedagogical professionals from kindergartens and school. The play experiments are examined by shedding light the children’s pathways to school as they unfold in these activities, as well as by highlighting what potentials this activity format displays with regards to coherence during transition to school. A central finding is that the play experiments enable pathways into the school as a flexible participatory space. However, this poses different demands on the professionals’ participation than many other transition activities. The play experiments actualize transition as a process where readiness cannot be assigned to either the child, the kindergarten, or the school. Rather, all participants must mutually adjust to one another within the framing of play orders.</p> 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Sanne Faber, Andreas Kopp og Kirsten Lauta: Det meningsfulde historiefag 2023-08-15T14:10:02+02:00 Marianne Axelsen Leth 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Janne Østergaard Hagelquist: Mentalisering i mødet med udsatte børn 2023-08-15T14:12:22+02:00 Dorthe Lau 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Mads Walther-Hansen: Musik og entreprenørskab 2023-08-15T14:14:53+02:00 Sofie Holm Egense 2023-08-15T00:00:00+02:00 Copyright (c) 2023 T.Q. Hjørnholm, P.S. Jørgensen, A.-L. Pedersen, L. Rienecker og A.T. Dennig: Studiehåndbog for sygeplejerskestuderende 2023-08-15T14:16:45+02:00 Malene Hangaard Alstrup 2023-08-15T00:00:00+02:00 Copyright (c) 2023 “Min kuglepen er en sporhund, når jeg læser” 2023-08-15T14:19:32+02:00 Malene Jensen 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Lege- og børnekulturer i praksis 2023-08-15T14:22:33+02:00 Fina L. Vilholm 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Kulturbegreber og interkulturalitet i franskfagets begynderundervisning 2023-08-15T14:24:30+02:00 Stephanie Kim Löbl 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Klaus Prange 2023-08-15T17:26:24+02:00 Frederik Pio 2023-08-15T00:00:00+02:00 Copyright (c) 2023 Norbert Elias: The Civilizing Process 2023-08-15T17:27:58+02:00 Lars Jakob Muschinsky Peter Østergaard Andersen 2023-08-15T00:00:00+02:00 Copyright (c) 2023