DescriptionStudents in higher professionals education are being prepared for high level professional practice. Research among university students has shown that one of the prerogatives for this transformation is that students are aware of this need to transform and that they are willing to transform interacting with powerful bodies of knowledge (Ashwin et al., 2014). However, in higher professional education interactions are provided with professional knowledge, theoretical knowledge and professional practice to develop their professionalism. Professionalism is a prerogative to be able to function as a professional. ‘Professionalism’ is here defined as a functional integration of professional knowledge (including embodied knowledge), professional identity and the capability to act professionally (Barnett, 2009; Griffioen, 2019; Guile, 2014). It has been suggested that for a student, each step taken requests a transformation and therefore a rebalancing of knowledge, identity and action (Trede et al., 2012; Young & Muller, 2014).
Several studies consider separate aspects of this trajectory, such as the student’s step from high school to college (Scanlon et al., 2007), or the transition from study to professional life in relation to professional identity and professional practice (Tomlinson & Jackson, 2021). (Barnett et al., 2001) conceptualize knowledge, action and self to describe their balance higher education curricula, theorizing a similar process, although ‘action’ is here related to the action needed for learning by the student within the educational system. While the assumption is that bachelor students in professional education develop all three areas while becoming professionals (Griffioen, 2019), how the three notions that comprise professionalism develop in relation with each other in students has however not yet been studied. This poster presents the first two measurements in a four year bachelor trajectory, indicating how students’ professionalism changes in the first study year.
Research question: How does the self-preceived professionalism (knowledge, identity and action) of bachelor students in professional higher education change during their studies? What influences their perceptions over time
|23 Aug 2023
|Glasgow, United Kingdom