Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Theory, practice and synthesized knowledge: Students' learning  and reflections during internship-periods
University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies. (LINA)
University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. (LINA)ORCID iD: 0000-0002-1908-4940
2014 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Courses with elements of internship are expected to bridge between different forms of knowledge domains and thereby contribute to synthesizing knowledge can easily be taken for granted. This requires a clear and systematic integration of theory and empirical knowledge, which can be seen as complementary opportunities. However, we still need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. We have scrutinized the organisations, aims and approaches to knowledge and learning on internship­‐periods at two programs at a university where they outspokenly says that they see workplace settlement as a point of departure to reflect and synthesise knowledge in science and theory. The data consists of policy documents, curricula, student assessment work and written reflections of internship periods. Our results show that there are somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between them. While some documents are based on theoretical perspectives other emanate from practical perspectives. In some texts internship is viewed as means to develop professional skills and other focuses theoretical analysis of practice, which have implications for pedagogical design. Ambiguous agendas are also reflected in students' assessments work where perspectives, focuses and reflections in and about situations differ depending on how students have perceived the aim with internship. Our conclusions are that ambiguity and different perspectives formulations may confuse students. To further develop internships pedagogically, an increased clarity and transparency is needed on both ontological and epistemological starting points and perspectives

Place, publisher, year, edition, pages
2014. 1-14 p.
Keyword [en]
Work-integrated Learning, WIL, Pedagogy
Keyword [sv]
AIL, Lärande
National Category
Pedagogy
Research subject
Work Integrated Learning
Identifiers
URN: urn:nbn:se:hv:diva-6880OAI: oai:DiVA.org:hv-6880DiVA: diva2:756979
Conference
WACE Conference, June 2-4 2014 University West, Trollhättan, Sweden.
Available from: 2014-10-20 Created: 2014-10-20 Last updated: 2015-02-02Bibliographically approved

Open Access in DiVA

No full text

Other links

Fulltext

Search in DiVA

By author/editor
Johansson, IngemarWinman, Thomas
By organisation
Division of Psychology and Organisation StudiesDivision of Social Pedagogy and Sociology
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

Total: 176 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf