ERIC Number: EJ1021545
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 46
Coherence in Professional Education: Does It Foster Dedication and Identification?
Heggen, Kåre; Terum, Lars Inge
Teaching in Higher Education, v18 n6 p656-669 2013
This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to be important. The concept of coherence seen as an expression of relevance is introduced and measured by four kinds of interactions: Theory-practice interaction, teacher-student interaction, peer interaction and supervisor-student interaction. Analysis indicates that coherence, particularly as theory-practice interaction, peer interaction and supervisor-student interaction, has a significant impact on dedication to and identification with a profession. Longitudinal survey data--collected from students in colleges for teaching, nursing and social work--are analysed.
Descriptors: Foreign Countries, Professional Education, Professional Identity, College Students, Theory Practice Relationship, Teacher Student Relationship, Peer Relationship, Supervisor Supervisee Relationship, Longitudinal Studies, Preservice Teachers, Social Work, Nursing Students, Affective Behavior, Outcomes of Education, Questionnaires, Predictor Variables, Reliability, Regression (Statistics)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Norway