Everyday life; Lived
Experience and Designed
Learning: Students
knowledge cultures and
epistemic trajectories in a
range of professional
bachelor educations avenues
Experience and Designed
Learning: Students
knowledge cultures and
epistemic trajectories in a
range of professional
bachelor educations avenues
Henrik Helms, N. (University
College Zealand)
Vestbo, M. (University
College Zealand)
Østergaard Steenfeldt, V. (University
College Zealand)
Aase Draebel, T. (University
College Zealand)
Hansen, T.A.E., Storm, H. (University
College Zealand)
Schmidt, L.S.K. (University
College Zealand)
The aim of this panel discussion is to discuss the use of different methodological approaches to answer questions about students’ knowledge cultures and epistemic trajectories in qualitative empirical educational studies in a range of professional bachelor educations; Nursing, Social Education and Nutrition and Health. The research is a part of a greater national (Danish) research programme, which has the aim to generate knowledge about how professional bachelor educations and profession didactics can be developed to help in realizing learning objectives and
educational policy goals. This specific project seeks to create a deeper understanding and development of a space for action in relation to the students' development of professional identity. This understanding is generated through analysing their epistemic trajectories. The theoretical basis is a development of Knorr Cetina’s concepts of epistemic cultures and epistemic machines. In this panel, wewill unfold three subprojects representing different educational contexts and approaches:
1. Lived experiences of clinical training
Vibeke Østergaard Steenfeldt
Within the framework of life world phenomenology, this study examines nursing students’ lived experiences of their clinicatraining. The purpose is to develop knowledge about how transformation, translation and application of professional knowledge is incorporated during clinical training programmes. Data is generated by narrative interviews with nursing students four weeks after the beginning of their first clinical training. The narrative interviews focus on the students’ experiences of actions, instructions, reflections and discussions taking place in interaction with the clinical nurses. The analysis seeks to identify and describe ways of getting access to professional knowledge.
2. Students’ lifeworlds and everyday life of learning Tania Aase Dræbel, Tania A. E. Hansen, Helle Storm, Lene S. K. Schmidt
The purpose is to identify and discuss which and how formal and informal spaces, situations and activities of learning and everyday life, students ascribe meaning and relate to their ability to enter a study life and environment. Social inequality is examined, as it occurs in spaces, situations and activities, which create different conditions for the becoming of students. The students’ professional competencies and identities, as becoming, their possibilities of participation and access to knowledge and networks are examined. Using a phenomenological approach, the lifeworlds of daily living of students, who train to become professionals of social education or of nutrition and health, are explored through participant observations, semi-structured interviews
and a workshop. The study contributes to knowledge about the interrelations between formal study activities framing study
life and about the ways different students
establish professional competencies,
identities and coherein a lived student’s
life.
3. Epistemic strategies in becoming a professional Niels Henrik Helms and
Michelle Vestbo
The project analyze how students perceive knowledge in a professional context. The research questions are: How do students understand and apply knowledge in different contexts with a special emphasis on how intended institutional trajectories (curriculum) transforms into the learning trajectories of individual students or groups of students. This includes how portfolios or similar biographic technologies scaffolds epistemic trajectories in different kinds of study activities and are constitutive of
the construction of the student’s professional identity. How and when are portfolios experienced meaningful and/or
challenging in becoming a professional? How is knowledge translated between the different study activities? How do students articulate learning processes? Data generated through participant observations, semantic studies of portfolios and semistructured group
interviews is analysed through a hermeneutical phenomenological
approach. The study contributes to knowledge about how students translate and
transform knowledge in various ways and
how they establish professional
competencies and identities and about
the potential coherence between portfolio pedagogies and other educational activities.
College Zealand)
Vestbo, M. (University
College Zealand)
Østergaard Steenfeldt, V. (University
College Zealand)
Aase Draebel, T. (University
College Zealand)
Hansen, T.A.E., Storm, H. (University
College Zealand)
Schmidt, L.S.K. (University
College Zealand)
The aim of this panel discussion is to discuss the use of different methodological approaches to answer questions about students’ knowledge cultures and epistemic trajectories in qualitative empirical educational studies in a range of professional bachelor educations; Nursing, Social Education and Nutrition and Health. The research is a part of a greater national (Danish) research programme, which has the aim to generate knowledge about how professional bachelor educations and profession didactics can be developed to help in realizing learning objectives and
educational policy goals. This specific project seeks to create a deeper understanding and development of a space for action in relation to the students' development of professional identity. This understanding is generated through analysing their epistemic trajectories. The theoretical basis is a development of Knorr Cetina’s concepts of epistemic cultures and epistemic machines. In this panel, wewill unfold three subprojects representing different educational contexts and approaches:
1. Lived experiences of clinical training
Vibeke Østergaard Steenfeldt
Within the framework of life world phenomenology, this study examines nursing students’ lived experiences of their clinicatraining. The purpose is to develop knowledge about how transformation, translation and application of professional knowledge is incorporated during clinical training programmes. Data is generated by narrative interviews with nursing students four weeks after the beginning of their first clinical training. The narrative interviews focus on the students’ experiences of actions, instructions, reflections and discussions taking place in interaction with the clinical nurses. The analysis seeks to identify and describe ways of getting access to professional knowledge.
2. Students’ lifeworlds and everyday life of learning Tania Aase Dræbel, Tania A. E. Hansen, Helle Storm, Lene S. K. Schmidt
The purpose is to identify and discuss which and how formal and informal spaces, situations and activities of learning and everyday life, students ascribe meaning and relate to their ability to enter a study life and environment. Social inequality is examined, as it occurs in spaces, situations and activities, which create different conditions for the becoming of students. The students’ professional competencies and identities, as becoming, their possibilities of participation and access to knowledge and networks are examined. Using a phenomenological approach, the lifeworlds of daily living of students, who train to become professionals of social education or of nutrition and health, are explored through participant observations, semi-structured interviews
and a workshop. The study contributes to knowledge about the interrelations between formal study activities framing study
life and about the ways different students
establish professional competencies,
identities and coherein a lived student’s
life.
3. Epistemic strategies in becoming a professional Niels Henrik Helms and
Michelle Vestbo
The project analyze how students perceive knowledge in a professional context. The research questions are: How do students understand and apply knowledge in different contexts with a special emphasis on how intended institutional trajectories (curriculum) transforms into the learning trajectories of individual students or groups of students. This includes how portfolios or similar biographic technologies scaffolds epistemic trajectories in different kinds of study activities and are constitutive of
the construction of the student’s professional identity. How and when are portfolios experienced meaningful and/or
challenging in becoming a professional? How is knowledge translated between the different study activities? How do students articulate learning processes? Data generated through participant observations, semantic studies of portfolios and semistructured group
interviews is analysed through a hermeneutical phenomenological
approach. The study contributes to knowledge about how students translate and
transform knowledge in various ways and
how they establish professional
competencies and identities and about
the potential coherence between portfolio pedagogies and other educational activities.