The Transition of Knowledge between Educational and Professional Discourses: The impact of students experiential knowlee in higher vocational education
2007 (Swedish)Conference paper (Refereed)
The aim of this study is to examine how students in higher education, undergraduate and further education, handle the transition between two institutional contexts, educational and professional setting, in order to make sense of a course content in relation to their future occupation. The paper takes its point of departure in nursing and police students’ perspective and will describe the transition of knowledge between the educational and professional discourses. Vocational education, both undergraduate and further education, is mostly based on experience from the practical discourse in order to exemplify the theoretical course content. The practical experience from the field is taken with help of professionals into the education, but also making use of the students own experience from the field. The purpose of using experience knowledge is to help the student make a transition between the more decontextualized educational setting and the professional setting in order to facilitate their learning process. But how are the students’ conceptions of this arrangement? Can they see the underlying purpose or is it only blurring their own learning process?
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:su:diva-16671OAI: oai:DiVA.org:su-16671DiVA: diva2:183191
Learning and Instruction (EARLI), the European Association for Learning and Instruction (EARLI) 12th Biennal conference, in Budapest, Hungary, August 28 – September 1
Poster presented at the European Association for Learning and Instruction (EARLI) 12th Biennal conference, in Budapest, Hungary, August 28 – September 12008-12-212008-12-212011-07-04Bibliographically approved