Dimensions of professional knowledge

Winman, Thomas; Westerlind, Marie

doi:10.25082/swsw.2019.01.002

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…Working lives changed, requiring higher levels of education and greater language skills, which made it more difficult for immigrants to compete for jobs. During the 1980s and 1990s, refugees constituted an increasing portion of migrants to Sweden (Byström & Frohnert, 2017;Winman & Westerlind, 2019).…”

Section: Immigration To Swedenmentioning

confidence: 99%

Standardization and Professional Knowledge in Integration Work

Winman¹

2021

ijrh

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Since the 1970s, the government in Sweden has developed many activities aimed at facilitating immigrants' integration processes and their sense of belonging; one such activity that emerged in the 2010s is civic orientation. This activity is characterized by a high degree of standardization of both processes and content. The intention is for local activities and participants to adjust to general levels and standards. But even though standards can be seen as a solution for a set of problems, one must consider that standards do not perform any tasks by themselves; their functions depend on organizational routines, resources available, and staff members' use of the standards. Therefore, one must consider how integration workers handle standards and how they bridge standards of routines and procedures with participants, immigrants, responses, and needs. The interest in this study concerns how such a dilemma intervenes at the local level and what it means for professional knowledge and autonomy. This study takes place at an integration unit in Sweden where integration workers meet in workshops to interpret standards and find ways to adapt them to local needs. The results show how cultural and pedagogical awareness form the basis for professional knowledge and how this also creates a space for action but also how standards form a structure through which expectations and demands are understood and form arguments and interaction patterns.

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Section: Immigration To Swedenmentioning

confidence: 99%

Standardization and Professional Knowledge in Integration Work

Winman¹

2021

ijrh

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“…WIL requires educational instructors in higher education (HE) to adapt to developments in the professional sphere as well as to the challenges and requirements that students will face in their future professional work (Ripamonti, Galuppo, Bruno, Ivaldi, & Scaratti, 2018;Winman & Westerlind, 2019). Meeting these educational needs presupposes clear and systematic integration of scientific theory and experience-based knowledge, the latter most certainly connected to present, and if possible, future societal requirements.…”

Section: Introductionmentioning

confidence: 99%

Orchestrating of Learning in Higher Education Through Internships

Johansson¹,

Winman²

2020

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Education programs with internship components have been around for hundreds of years and are expected to provide knowledge and skills that students need for their future profession and future requirements in a changing environment and market, to move from being peripheral to being a master. The expectation that an internship can bridge different forms of knowledge systems, and thus, contribute to synthesizing knowledge, can easily be taken for granted. However, we need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. The aim of the study is to develop knowledge about the relationship between various models of work and knowledge domains. We examined the organization and implementation of internships in two programs at a university in Sweden, which have internships and state that they see workplace setting as a point of departure to reflect and synthesize knowledge in science and theory. The data consists of policy documents, curricula, and student assessment work and written reflections on internships. The results show the programs have somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between. Documents from one program are based on theoretical perspectives, but those from the other program have a practical perspective. In some texts, an internship is viewed as a means of developing professional skills and in others, as a means of theoretically analyzing practice. These differences have implications for pedagogical design, and how students understand and make meaning and what knowledge is developed. We conclude that ambiguity and the formulation of different perspectives may confuse students. To further develop internships pedagogically, increased clarity and transparency are needed at ontological and epistemological starting points and perspectives.

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Dimensions of professional knowledge

Cited by 2 publications

References 13 publications

Standardization and Professional Knowledge in Integration Work

Standardization and Professional Knowledge in Integration Work

Orchestrating of Learning in Higher Education Through Internships

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