The mismatch between teaching and assessing professionalism
A practice architecture analysis of three professional programmes
Bibliographic Data
| ID | 21458795 |
|---|---|
| Authors | Maria Liljeholm Bång (0009-0007-7571-0145, Umeå University, corresponding author), Ola Lindberg (0000-0001-8517-0313, Umeå University), Oscar Rantatalo (0000-0003-1440-0470, Umeå University), Sara Lilliehorn (0000-0001-5696-996X, Umeå University) |
| Year | 2025 |
| Volume | 47 |
| Issue | 1 |
| Pages | 228-247 |
| Publication date | 2025-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2024.2333247 |
| OpenAlex | W4395064082 |
| Language | EN |
| References cited | 32 |
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’
Engineering ethics · Geography · Medical education · Pedagogy · Professional development · Sociology · Educational Practices and Policies · Engineering · Evaluation and Performance Assessment · Innovative Education and Learning Practices · Medicine · Psychology · Architecture
The System of Professions
Changing Practices, Changing Education
Supporting the development of a professional identity
Situating praxis in practice
Toward responsive attunement as health professionals
Seamful learning and professional education
A Practice Sensibility
The Site of the Social
Empathy and professional attitude in social workers and non‐trained aides
Time for ethnography
Simulation in Higher Education
The need to disentangle assessment and feedback in higher education
Making 'professionalism' meaningful to students in higher education
Identity and engagement for professional formation
A Practical Iterative Framework for Qualitative Data Analysis
Grounded Theory and Sensitizing Concepts
Sociological Analysis of Professionalism
| Citation velocity | historical |
|---|---|
| Highly cited | No |