Theory and practice in the workshop: using the gap

Lisbeth Haastrup; Lars Emmerik Damgaard Knudsen

doi:10.1080/19012276.2015.1031959

Theory and practice in the workshop: using the gap

Lisbeth Haastrup, Lars Emmerik Damgaard Knudsen (Redaktør)

DPU - Danmarks institut for Pædagogik og Uddannelse

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review

Abstract

ABSTRACT:
The aim of this study was to investigate epistemological beliefs and programme coherence in nursing, social work and general teacher-training programmes. An abstract theoretical knowledge base is a key characteristic of these professions. However, it is has been reported that professional education and professional practice are out of step. Data used in this study are drawn from surveys among students, college teachers and placement supervisors. The results from this study do not corroborate the notion of clashing epistemological beliefs between the educational field and the field of practice. The results, however, indicate that the way theories are taught may influence the students' views of the importance of theoretical knowledge for professional practice. Programme coherence and study efforts also have an impact on students' perceptions of theoretical knowledge. The general teacher-training programme, more than the other programmes, faces challenges linking theory to practice. The nursing programme also encounters some difficulties in relating nursing-specific theory to practice in classroom teaching.

Originalsprog	Engelsk
Tidsskrift	Nordic Psychology
Vol/bind	67
Nummer	2
Sider (fra-til)	117-135
Antal sider	19
ISSN	1901-2276
DOI	https://doi.org/10.1080/19012276.2015.1031959
Status	Udgivet - 2 jun. 2015

Emneord

Theory and practice
Material Culture
Materiel kultur

Adgang til dokumentet

10.1080/19012276.2015.1031959

http://www.tandfonline.com/doi/full/10.1080/19012276.2015.1031959

2 Afsluttet

Brobygning mellem teori og praksis i professionsuddannelserne
Kamstrup, A. K. (Deltager), Laursen, P. F. (Deltager), Hasse, C. (Deltager), Haastrup, L. (Deltager), Knudsen, L. E. D. (Deltager) & Nielsen, T. K. (Deltager)
01/01/2011 → 23/09/2014
Projekter: Projekt › Forskning
Ph.d. afhandling: Teori og praksis i læreruddannelse - kundskabsformer, kultur og kropslighed
Knudsen, L. E. D. (Deltager)
09/10/2009 → 15/10/2012
Projekter: Projekt › Forskning

Fil

2 Bidrag til bog/antologi
2 Tidsskriftartikel
1 Bog

Den praktiske vending i forslaget til en nye læreruddannelse
Knudsen, L. E. D., feb. 2022, I: Liv i Skolen. 2022, 1, s. 52-63
Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning
Relationer mellem teori og praksis kan udfordre og perspektivere refleksiv praksis læring
Knudsen, L. E. D., 2022, Teori og praksis i professionsdidaktik: En bog om refleksiv praksislæring. Horn, L. H., Pedersen, P. M. & Georgsen, M. (red.). Aalborg: Aalborg Universitetsforlag, s. 233-246
Publikation: Bidrag til bog/antologi/rapport/proceeding › Bidrag til bog/antologi › Forskning › peer review
Teori- og praksisdidaktik – at arbejde med teori og praksis i din undervisning
Knudsen, L. E. D., feb. 2019, I: EMU Danmarks Undervisningsportal.
Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Formidling

3 Deltagelse i eller organisering af workshop, seminar eller kursus
2 Deltagelse i eller organisering af konference
1 Foredrag og mundtlige bidrag

NERA 2017 Learning and education
Lars Emmerik Damgaard Knudsen (Deltager)
23 mar. 2017
Aktivitet: Deltagelse i eller arrangement af en begivenhed - typer › Deltagelse i eller organisering af workshop, seminar eller kursus

Fil
Changing Design of School Environment is Changing Education - Changing processes through the eyes of the stakeholders - Part 1 and 2Discussant’s points
Lars Emmerik Damgaard Knudsen (Foredragsholder)
23 mar. 2017
Aktivitet: Tale eller præsentation - typer › Foredrag og mundtlige bidrag

Fil
ECER
Knudsen, L. E. D. (Deltager)
23 sep. 2016 → 26 sep. 2016
Aktivitet: Deltagelse i eller arrangement af en begivenhed - typer › Deltagelse i eller organisering af workshop, seminar eller kursus

Fil

Citationsformater

@article{37792fa97acd497a8030cbbf58ead9da,

title = "Theory and practice in the workshop: using the gap",

abstract = "AbstractThe ways the relationship between theory and practice is understood and implemented in studyprogrammes is a question that has been posed since antiquity, and that the Bologna processand the reform of the professional bachelor programme problem have intensified also inDenmark. Professional bachelor programmes have become increasingly abstract, and theindividual educational institutions have been merged into university colleges [Undervisningsministeriet(2007). Bekendtg{\o}relse om uddannelsen til professionsbachelor som l{\ae}reri folkeskolen. BEK nr 219 af 12/03/2007. Ministry of Education. Proclamation of ProfessionalBachelor Teacher Education Programme. Retrieved May 2014 from, https://www.retsinformation.dk/Forms/R0710.aspx?id=25302]. In this article, we reflect on the epistemologicalchallenges we faced during a research project on the correlation between theory and practiceand drop-out rates at four professional bachelor programmes in Denmark. Our point ofdeparture was to view theory and practice as across time and place. But the contrasts among thefour programmes made it clear to us that the various understandings of the relations betweentheory and practice that we observed had to be seen as mixed cultural practices undergoing aprocess of change. The concepts of theory and practice, the places, the academic content andteaching methods, and knowledge forms we observed were mutually interdependent, andfought for recognition as central to the way in which professional bachelor programmes werereproduced and transformed. In this article, we use the comprehensive transformationprocesses of professional bachelor programmes as reasons for reframing/restating questionsregarding theory and practice in which theory and practice are viewed as cultural forms ineducation and professional practice. We suggest an actual didactics of theory–practice as partof professional bachelor programme practice for lecturers, students and supervisors.",

keywords = "Theory and practice, Material Culture, Materiel kultur, Theory and practice, Cultural analysis, Materiel kultur",

author = "Lisbeth Haastrup and Knudsen, {Lars Emmerik Damgaard}",

year = "2015",

month = jun,

day = "2",

doi = "10.1080/19012276.2015.1031959",

language = "English",

volume = "67",

pages = "117--135",

journal = "Nordic Psychology",

issn = "1901-2276",

publisher = "Routledge",

number = "2",

}

TY - JOUR

T1 - Theory and practice in the workshop

T2 - using the gap

AU - Haastrup, Lisbeth

A2 - Knudsen, Lars Emmerik Damgaard

PY - 2015/6/2

Y1 - 2015/6/2

N2 - AbstractThe ways the relationship between theory and practice is understood and implemented in studyprogrammes is a question that has been posed since antiquity, and that the Bologna processand the reform of the professional bachelor programme problem have intensified also inDenmark. Professional bachelor programmes have become increasingly abstract, and theindividual educational institutions have been merged into university colleges [Undervisningsministeriet(2007). Bekendtgørelse om uddannelsen til professionsbachelor som læreri folkeskolen. BEK nr 219 af 12/03/2007. Ministry of Education. Proclamation of ProfessionalBachelor Teacher Education Programme. Retrieved May 2014 from, https://www.retsinformation.dk/Forms/R0710.aspx?id=25302]. In this article, we reflect on the epistemologicalchallenges we faced during a research project on the correlation between theory and practiceand drop-out rates at four professional bachelor programmes in Denmark. Our point ofdeparture was to view theory and practice as across time and place. But the contrasts among thefour programmes made it clear to us that the various understandings of the relations betweentheory and practice that we observed had to be seen as mixed cultural practices undergoing aprocess of change. The concepts of theory and practice, the places, the academic content andteaching methods, and knowledge forms we observed were mutually interdependent, andfought for recognition as central to the way in which professional bachelor programmes werereproduced and transformed. In this article, we use the comprehensive transformationprocesses of professional bachelor programmes as reasons for reframing/restating questionsregarding theory and practice in which theory and practice are viewed as cultural forms ineducation and professional practice. We suggest an actual didactics of theory–practice as partof professional bachelor programme practice for lecturers, students and supervisors.

AB - AbstractThe ways the relationship between theory and practice is understood and implemented in studyprogrammes is a question that has been posed since antiquity, and that the Bologna processand the reform of the professional bachelor programme problem have intensified also inDenmark. Professional bachelor programmes have become increasingly abstract, and theindividual educational institutions have been merged into university colleges [Undervisningsministeriet(2007). Bekendtgørelse om uddannelsen til professionsbachelor som læreri folkeskolen. BEK nr 219 af 12/03/2007. Ministry of Education. Proclamation of ProfessionalBachelor Teacher Education Programme. Retrieved May 2014 from, https://www.retsinformation.dk/Forms/R0710.aspx?id=25302]. In this article, we reflect on the epistemologicalchallenges we faced during a research project on the correlation between theory and practiceand drop-out rates at four professional bachelor programmes in Denmark. Our point ofdeparture was to view theory and practice as across time and place. But the contrasts among thefour programmes made it clear to us that the various understandings of the relations betweentheory and practice that we observed had to be seen as mixed cultural practices undergoing aprocess of change. The concepts of theory and practice, the places, the academic content andteaching methods, and knowledge forms we observed were mutually interdependent, andfought for recognition as central to the way in which professional bachelor programmes werereproduced and transformed. In this article, we use the comprehensive transformationprocesses of professional bachelor programmes as reasons for reframing/restating questionsregarding theory and practice in which theory and practice are viewed as cultural forms ineducation and professional practice. We suggest an actual didactics of theory–practice as partof professional bachelor programme practice for lecturers, students and supervisors.

KW - Theory and practice

KW - Material Culture

KW - Materiel kultur

KW - Theory and practice

KW - Cultural analysis

KW - Materiel kultur

U2 - 10.1080/19012276.2015.1031959

DO - 10.1080/19012276.2015.1031959

M3 - Journal article

SN - 1901-2276

VL - 67

SP - 117

EP - 135

JO - Nordic Psychology

JF - Nordic Psychology

IS - 2

ER -

Theory and practice in the workshop: using the gap

Abstract

Emneord

Adgang til dokumentet

Fingeraftryk

Projekter

Publikation

Aktiviteter

Citationsformater