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Students’ Constructions of Professional Judgement in Teacher Education, Medical Education and Police Education
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0002-6922-4294
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för kultur och samhälle, Avdelningen för akademisk svenska. Linköpings universitet, Filosofiska fakulteten.ORCID-id: 0000-0002-4074-1802
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0002-7877-4669
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0002-3215-7411
Vise andre og tillknytning
2024 (engelsk)Inngår i: Högre Utbildning, E-ISSN 2000-7558, Vol. 14, nr 1, s. 49-63Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Vocational training programmes in higher education encompass, as learning objectives, the development of relational skills and professional judgement, especially in welfare professions such as policing, teaching and healthcare, where know-how about managing close contact with people is a prerequisite. Based on a cross-professional analysis, the current article explores how students from three different professional education programmes – teacher education, police training and medical education – construct professional judgement in group discussions and interviews. The results show that participants construct professional judgement as relationships between three different dimensions: personal ethics, educational standards, and professional practice. When discussing professional dilemmas, students utilise these three different dimensions to argue for the moral or ethical soundness of their choices. The results of the study shed light on the importance of providing students with opportunities to reflect openly on professional judgement in different ways, even though such reflections may not always be formally assessed. Furthermore, the analysis demonstrates similarities between the three programmes that we analysed, as well as similarities in students’ reflections regarding essential aspects of the professions.

sted, utgiver, år, opplag, sider
2024. Vol. 14, nr 1, s. 49-63
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URN: urn:nbn:se:liu:diva-202447DOI: 10.23865/hu.v14.5288OAI: oai:DiVA.org:liu-202447DiVA, id: diva2:1851101
Tilgjengelig fra: 2024-04-12 Laget: 2024-04-12 Sist oppdatert: 2024-04-16

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Rydén Gramner, AnjaWieslander, MalinLindqvist, HenrikLarsson, ÅsaÅkesson, EmiliaEriksson Barajas, Katarina

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Wallner, LarsRydén Gramner, AnjaWieslander, MalinLindqvist, HenrikLarsson, ÅsaÅkesson, EmiliaEriksson Barajas, Katarina
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