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ERIC Number: EJ1054177
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1745 -7823
The Challenge of Establishing a Professional Practice within Practical Education
Højbjerg, Karin
Ethnography and Education, v10 n2 p185-197 2015
"Clinical teachers" in the discipline of nursing in Denmark undergo additional education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicing as working professionals attempting to gain a foothold in their own "jurisdiction." This study demonstrates that teaching practices contain implicit norms of what counts as knowledge among clinical teachers. Consequently, the classic knowledge hierarchy is continuously reproduced, and the intrinsic qualities of practice that are characterised as opaque, fluctuating, concrete and highly personal are overlooked and downplayed in the clinical teacher's teaching practices. Instead, bringing abstract, academic knowledge into play seems to be a strong marker that emerges when distinguishing the actual practice of nursing from clinical teaching. "Organisational imperatives" strongly disrupt the pedagogical agenda. When clinical teachers struggle to demarcate jurisdictions, their professional identities are at risk of being blurred and becoming unclear.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark
Grant or Contract Numbers: N/A