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  • 1.
    Fahlén, Josef
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Liljeholm-Bång, Maria
    Umeå University, Faculty of Social Sciences, Department of Education.
    ÅSA-projektet – En utvärdering av föreningspooler2010Report (Other academic)
  • 2.
    Liljeholm Bång, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Bäck, Thomas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Annika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Reflektion som verktyg för lärande i mental och fysisk förberedelse för polisyrket2020In: Reflektion som professionsverktyg inom polisen / [ed] Staffan Karp och Oscar Rantatalo, Umeå: Enheten för polisutbildning, Umeå universitet , 2020, p. 79-89Chapter in book (Other academic)
  • 3.
    Liljeholm Bång, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lilliehorn, Sara
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes2024In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126XArticle in journal (Refereed)
    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'.

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  • 4.
    Lund, Stefan
    et al.
    Linnéuniversitetet.
    Liljeholm, Maria
    Umeå University, Faculty of Social Sciences, Department of Education.
    Nationellt godkända idrottsutbildningar: certifiering och talangidentifikation2012Report (Other academic)
1 - 4 of 4
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