Challenges in professional bachelor and vocational programmes

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisLeder

This special issue is devoted to the challenges of professional bachelor and vocational programmes in Norway and Denmark. Both forms of educational programmes are characterized by students' transitions between college and placement, difficulties at sustaining students' experience of coherence between theory and practice, and a relatively high retention rate and hence a public debate of the reasons why.

The issues of transitions, retention of theory and practice relations constitute what could be called a “problematique of the professional bachelor and vocational programmes”. A problematique in the sense that these issues could seem almost evident, timeless and insoluble but instead significant for why and how these programmes are emerging in their specific directions (Knudsen, 2014

OpenURL Statsbiblioteket Tidsskriftafdeling / Aarhus University Libraries): the reason being that they are all trying to come up with answers to this challenge. Analyses of these different answers have motivated this special issue. Here is presented educational, psychological and cultural perspectives of how the problematique is in need for new ways of being formulated and new answers to be presented. In this special issue, one article reports that nurse programmes have limited benefits from students' transitions between college and placement in Norway because of a lack of attention to the meaning-making narratives that the students themselves produce. In Denmark, the retention rates are most often explained in terms of students' poor motivation which individualize the issue and let the educational institutions off the hook. Both cases reflect how the problematique is handled without asking how the question of transitions or retentions is asked in the first place. This lack of a meta-perspective is illuminated in another historically but longer lasting perspective; the issue of theory and practice. These knowledge forms run through all the programmes at issue, and the general expectation is that theory and practice relations are coherently organized by the educational institutions and acquired by the students (Lobkowicz, 1967

OpenURL Statsbiblioteket Tidsskriftafdeling / Aarhus University Libraries). But as a consequence of a meta-analysis by Carr (1986

OpenURL Statsbiblioteket Tidsskriftafdeling / Aarhus University Libraries) and Jorgensen (2005

OpenURL Statsbiblioteket Tidsskriftafdeling / Aarhus University Libraries), questions of theory and practice need to be reformulated because, as they show, theory and practice relate in multiple ways. This means that researchers, educators and students need to revise their answers to the problematique in terms of why, where, when and what kinds of relations between theory and practice could and should be expected. It also means not to assume that all lessons, practicums or college–placement transitions are theory-and-practice-coherent in just one sense (Knudsen, 2014

OpenURL Statsbiblioteket Tidsskriftafdeling / Aarhus University Libraries).
OriginalsprogDansk
TidsskriftNordic Psychology
Vol/bind67
Nummer2
Sider (fra-til)101-103
Antal sider3
ISSN1901-2276
DOI
StatusUdgivet - 2 jun. 2015

    Forskningsområder

  • teori og praksis, professionsbacheloruddannelser, erhvervsuddannelse

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