Umeå University's logo

umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0009-0007-7571-0145
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0001-8517-0313
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0003-1440-0470
Umeå University, Faculty of Social Sciences, Department of Social Work.ORCID iD: 0000-0001-5696-996x
2024 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126XArticle in journal (Refereed) Epub ahead of print
Abstract [en]

While there is broad agreement about their importance, courses in professionalism have proven difficult to teach and assess. Furthermore, there is currently a lack of knowledge regarding problems that are common across professional boundaries. The purpose of this article is to examine what teaching and assessing professionalism in higher education entails in three distinctly different professional education contexts in Sweden: medical, police, and social-work education. The study is qualitative and comparative, with data consisting of documents (curricula, syllabi, course content n > 200), interviews (n = 18), and participant observations (∼30 h) of how professionalism is taught and assessed in each programme. The results describe the practice architectures of teaching and assessing professionalism, where problems and dilemmas are made visible. The results also show a tension between the ambition to practise and the ambition to assess, which leads to what we call 'assessment avoidance'.

Place, publisher, year, edition, pages
Routledge, 2024.
Keywords [en]
Professionalism, professional education, practice theory, medical education, social work education, police education
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-222625DOI: 10.1080/0158037X.2024.2333247ISI: 001188854600001Scopus ID: 2-s2.0-85188958221OAI: oai:DiVA.org:umu-222625DiVA, id: diva2:1846503
Available from: 2024-03-22 Created: 2024-03-22 Last updated: 2024-06-05

Open Access in DiVA

fulltext(850 kB)52 downloads
File information
File name FULLTEXT01.pdfFile size 850 kBChecksum SHA-512
758bad02bcb4d370af3ea33170b1f6bda10b65afbea663c2b7f4b2ba6df1e0ae715c839759e0631558f42e0eab7d9387e3c8ea6d8f8d9d74217ad76d2d786fe2
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Authority records

Liljeholm Bång, MariaLindberg, OlaRantatalo, OscarLilliehorn, Sara

Search in DiVA

By author/editor
Liljeholm Bång, MariaLindberg, OlaRantatalo, OscarLilliehorn, Sara
By organisation
Department of EducationDepartment of Social Work
In the same journal
Studies in Continuing Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 52 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 285 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf