Ubehagelig udvikling

Den nye normal er blevet digital – eller det troede vi, mens corona-pandemien stod på og i månederne, der fulgte. Nu er der løbet mere vand i åen og vi er blevet klogere – eller er vi? For hvad har vi egentlig lært af den periode, hvor universiteterne lukkede ned for campusundervisningen? Hvad betyder det for universitetsundervisernes identitet? Betyder det noget overhovedet? I denne artikel vil jeg bidrage med et indlæg til debatten om, hvad vi kan lære af ubehaget i situationer, hvor der sker en dramatisk ændring af vilkårene for undervisning, eksemplificeret ved dengang i 2020-2022, hvor midlertidig fjernundervisning var hverdag

Ubehagelig udvikling

Den nye normal er blevet digital – eller det troede vi, mens corona-pandemien stod på og i månederne, der fulgte. Nu er der løbet mere vand i åen og vi er blevet klogere – eller er vi? For hvad har vi egentlig lært af den periode, hvor universiteterne lukkede ned for campusundervisningen? Hvad betyder det for universitetsundervisernes identitet? Betyder det noget overhovedet? I denne artikel vil jeg bidrage med et indlæg til debatten om, hvad vi kan lære af ubehaget i situationer, hvor der sker en dramatisk ændring af vilkårene for undervisning, eksemplificeret ved dengang i 2020-2022, hvor midlertidig fjernundervisning var hverdag

Universitetspædagogikkens udvikling og aktuelle udfordringer

”Universitetspædagogik – findes det?” Omtrent sådan reagerede en studerende for knap 20 år siden, da en af denne artikels forfattere fortalte, at vi arbejdede med universitetspædagogik. Dengang som nu er svaret ja – det gør det. Universitetspædagogik findes som noget, der forskes, udvikles og undervises indenfor, og den findes som en praksis, når universitetsundervisere planlægger, gennemfører og evaluerer deres undervisning. Universitetspædagogisk forskning og udvikling beskæftiger sig med undervisning og undervisningsformer, med uddannelsernes opbygning og tilrettelæggelse, med de studerendes og undervisernes baggrund, interesser og praksisser i forhold til universitetsuddannelser, med de politiske og strukturelle rammer omkring universitetsuddannelser og -undervisning og med diskussioner om uddannelsernes formål. Universitetspædagogik går således på tværs af forskning og praksis og på tværs af flere fagområder. I denne artikel vil vi diskutere nogle af de dilemmaer og udfordringer, som universitetspædagogikken står i. Vi skriver med udgangspunkt i vores erfaringer som forskere, undervisere og udviklere inden for universitetspædagogik gennem mere end 20 år og som formand og næstformand i bestyrelsen for Dansk Universitetspædagogisk Netværk (DUN) i syv år. Artiklen præsenterer vores refleksioner i lyset af andres og egen forskning og egne praksiserfaringer

Successful talent development environments in female Scandinavian Handball: Constellations of communities of practice and its implications for role modeling and interactions between talents, senior players and coaches

Talent development is a sociocultural affair. The social learning perspective is rarely used for the study of talent development in sport, although it is broadly known in the domain of education. This article examines the way in which communities of practice are connected within two exceptional successful talent development environments, what characterises talents’ movements across communities of practice within the club, and what characterises the interactions between talents, senior players and coaches. Drawing on Wenger’s notion of communities of practice, constellations of interconnected practices and boundary encounters, it identifies how the two environments were characterised by (1) a well-functioning constellation of several CoPs, (2) opportunities for talents to participate and engage in various CoPs (3), individually adjusted feedback from coach to player combined with communication between the players with different positions in the CoPs and not only coach instructions, and (4) senior elite players’ engaging behaviours in regard to newcomers in the boundary encounters and thereby legitimate peripheral participation opportunities for talented players. (5) The coaches were the key to coordinate the interconnected practices and social interactions between the ‘youth CoP’ and ‘senior elite CoP’.Talent development is a sociocultural affair. The social learning perspective is rarely used for the study of talent development in sport, although it is broadly known in the domain of education. This article examines the way in which communities of practice are connected within two exceptional successful talent development environments, what characterises talents’ movements across communities of practice within the club, and what characterises the interactions between talents, senior players and coaches. Drawing on Wenger’s notion of communities of practice, constellations of interconnected practices and boundary encounters, it identifies how the two environments were characterised by (1) a well-functioning constellation of several CoPs, (2) opportunities for talents to participate and engage in various CoPs (3), individually adjusted feedback from coach to player combined with communication between the players with different positions in the CoPs and not only coach instructions, and (4) senior elite players’ engaging behaviours in regard to newcomers in the boundary encounters and thereby legitimate peripheral participation opportunities for talented players. (5) The coaches were the key to coordinate the interconnected practices and social interactions between the ‘youth CoP’ and ‘senior elite CoP’

Unge fodboldtalenters veje mod toppen - evolutionær eller strategisk talentudvikling?

Med udgangspunkt i en kvantitativ undersøgelse af fodboldspilleres vej mod toppen diskuterer artiklen tendenser i dansk elitefodbolds talentudvikling. Der kigges nærmer på den relative alderseffekt blandt spillerne og på den evolutionære og strategiske udviklingstankegangen. Mette Krogh Christensen: Young Football Talents’ Ways to the Top – Evolutionary or Strategic Talent Development? During the next four years the Danish government intends to spend 40 million Dkr. on talent development within Danish top-level sport. Like many other countries Denmark has chosen to use many resources on talent development in top-level sport expecting that the investment will »strengthen the exposure and increase the knowledge of Denmark« (The Danish Ministry of Culture, 2007). For that reason questions concerning how talent development in Denmark is managed and which modes of thought form the basis of talent development in top-level sport are highly topical. In this paper we will explore two modes of thought in Danish top-level football talent development: an evolutionary and a strategic mode of thought. An evolutionary mode of thought about talent development is characterized by giving a high priority to broad groups of talents as long as possible. The idea is that young football talents have the opportunity to develop in their own pace, to move in their well-known environments and to find their own peak compe186 tence (or qualification) after which experienced coaches select the footballers that they find appropriate. A strategic mode of thought about talent development is concerned with selecting and thinning out the broad group of talent at a much earlier stage. The selection is carried out on the basis of precise and distinct criteria and principles with the purpose of narrowing down the number of talents to a strategically selected group who are then given optimal conditions of development. The paper presents a retrospective, quantitative cohort study of 635 Danish youth football talents’ ways to the top (i.e. the national teams) from 1991-2006. The results showed among other things that relatively few talents from U/16 and U/17 national teams make their debut on the All-Denmark team, and that there is a massive flow of talents on the U/17 and U/18 national teams, which indicates an evolutionary mode of thought among the youth national team coaches. The results also showed a relative age effect among the younger talents, which might indicate a strategic mode of thought based on maturation as a performance determinant. On the background of the results from the study a pivotal dilemma in the investment in talent development in top-level sport is discussed: the dilemma between evolutionary and strategic talent development

Unge fodboldtalenters veje mod toppen - evolutionær eller strategisk talentudvikling?

Med udgangspunkt i en kvantitativ undersøgelse af fodboldspilleres vej mod toppen diskuterer artiklen tendenser i dansk elitefodbolds talentudvikling. Der kigges nærmer på den relative alderseffekt blandt spillerne og på den evolutionære og strategiske udviklingstankegangen. Mette Krogh Christensen: Young Football Talents’ Ways to the Top – Evolutionary or Strategic Talent Development? During the next four years the Danish government intends to spend 40 million Dkr. on talent development within Danish top-level sport. Like many other countries Denmark has chosen to use many resources on talent development in top-level sport expecting that the investment will »strengthen the exposure and increase the knowledge of Denmark« (The Danish Ministry of Culture, 2007). For that reason questions concerning how talent development in Denmark is managed and which modes of thought form the basis of talent development in top-level sport are highly topical. In this paper we will explore two modes of thought in Danish top-level football talent development: an evolutionary and a strategic mode of thought. An evolutionary mode of thought about talent development is characterized by giving a high priority to broad groups of talents as long as possible. The idea is that young football talents have the opportunity to develop in their own pace, to move in their well-known environments and to find their own peak compe186 tence (or qualification) after which experienced coaches select the footballers that they find appropriate. A strategic mode of thought about talent development is concerned with selecting and thinning out the broad group of talent at a much earlier stage. The selection is carried out on the basis of precise and distinct criteria and principles with the purpose of narrowing down the number of talents to a strategically selected group who are then given optimal conditions of development. The paper presents a retrospective, quantitative cohort study of 635 Danish youth football talents’ ways to the top (i.e. the national teams) from 1991-2006. The results showed among other things that relatively few talents from U/16 and U/17 national teams make their debut on the All-Denmark team, and that there is a massive flow of talents on the U/17 and U/18 national teams, which indicates an evolutionary mode of thought among the youth national team coaches. The results also showed a relative age effect among the younger talents, which might indicate a strategic mode of thought based on maturation as a performance determinant. On the background of the results from the study a pivotal dilemma in the investment in talent development in top-level sport is discussed: the dilemma between evolutionary and strategic talent development

Unge fodboldtalenters veje mod toppen - evolutionær eller strategisk talentudvikling?

Med udgangspunkt i en kvantitativ undersøgelse af fodboldspilleres vej mod toppen diskuterer artiklen tendenser i dansk elitefodbolds talentudvikling. Der kigges nærmer på den relative alderseffekt blandt spillerne og på den evolutionære og strategiske udviklingstankegangen. Mette Krogh Christensen: Young Football Talents’ Ways to the Top – Evolutionary or Strategic Talent Development? During the next four years the Danish government intends to spend 40 million Dkr. on talent development within Danish top-level sport. Like many other countries Denmark has chosen to use many resources on talent development in top-level sport expecting that the investment will »strengthen the exposure and increase the knowledge of Denmark« (The Danish Ministry of Culture, 2007). For that reason questions concerning how talent development in Denmark is managed and which modes of thought form the basis of talent development in top-level sport are highly topical. In this paper we will explore two modes of thought in Danish top-level football talent development: an evolutionary and a strategic mode of thought. An evolutionary mode of thought about talent development is characterized by giving a high priority to broad groups of talents as long as possible. The idea is that young football talents have the opportunity to develop in their own pace, to move in their well-known environments and to find their own peak compe186 tence (or qualification) after which experienced coaches select the footballers that they find appropriate. A strategic mode of thought about talent development is concerned with selecting and thinning out the broad group of talent at a much earlier stage. The selection is carried out on the basis of precise and distinct criteria and principles with the purpose of narrowing down the number of talents to a strategically selected group who are then given optimal conditions of development. The paper presents a retrospective, quantitative cohort study of 635 Danish youth football talents’ ways to the top (i.e. the national teams) from 1991-2006. The results showed among other things that relatively few talents from U/16 and U/17 national teams make their debut on the All-Denmark team, and that there is a massive flow of talents on the U/17 and U/18 national teams, which indicates an evolutionary mode of thought among the youth national team coaches. The results also showed a relative age effect among the younger talents, which might indicate a strategic mode of thought based on maturation as a performance determinant. On the background of the results from the study a pivotal dilemma in the investment in talent development in top-level sport is discussed: the dilemma between evolutionary and strategic talent development

En sammenlignende undersøgelse af praktikforløb og færdighedstræning i tre videregående uddannelser

Praktikforløb i videregående uddannelser er blevet et politisk indsatsområde, og der er i sundhedsuddannelserne også et internationalt forskningsfokus på emnet. I denne artikel vil vi beskrive og sammenligne rammerne for praktikforløb og færdighedstræning på idræts-, læge- og sygeplejerskeuddannelsen. Artiklen tager afsæt i Heggens skelnen mellem begreberne professionsidentitet og professionel identitet. Den studerendes opfattelse af sig selv som professionsudøver må ud fra dette afsæt udvikles via tilegnelse af både en særlig videnskabelig funderet teoretisk viden, særlig praktisk ekspertise, samt en særlig etisk og social forpligtelse til at arbejde for medborgernes bedste. I den konkrete sammenligning af idræts-, læge- og syge-plejerskeuddannelserne konkluderes, at både færdighedstræning og praktik vægtes højt, men at både omfang, struktur, placering og læringsmål varierer betydeligt. Det må have væsensforskellige konsekvenser for de studerendes tilegnelse af viden, færdigheder og holdninger og dermed for deres professionelle identitetsudvikling. Vi kan ikke afgøre om professionsidentitetsforståelsen er årsag eller virkning, men der ser ud til at være et samspil mellem uddannelsernes undervisningsformer og professionsidentitet. In this paper we describe and compare workplace learning and skills training in medicine, nursing and sports science education. The paper builds on Heggen’s concepts concerning the identity of a profession versus a personal professional identity. Based on this, a student’s perception of herself as a professional develops from learning a particular scientific knowledge-base, a particular set of practical skills and a particular ethical and social obligation to work for the community. We concluded that all three educations studied attach great importance to workplace learning and skills training, but the extent, the structure, the timing and the learning outcomes differ considerably. This must have consequences for the students’ learning, their knowledge, skills and attitudes and for the development of their personal professional identity

Faciliteret Multi-Source Feedback som pædagogisk kompetenceudvikling – et dansk casestudie

De seneste års politiske og institutionelle fokus på kvalitetssikring i undervisningen på de videregående uddannelser har afdækket et behov for at anerkende undervisning på lige fod med forskning. Peer-review anvendes til anerkendelse af forskning, men kan en lignende metode også anvendes til anerkendelse af undervisning? Og hvad sker der i en organisationskultur, når peer-review af undervisningen introduceres som pædagogisk kompetenceudvikling? I denne artikel præsenteres resultaterne af et forskningsprojekt, der udviklede, afprøvede og undersøgte en pædagogisk kompetenceudviklingsmodel inspireret af peer-review – en Faciliteret Multi-Source Feedback-model (FMSF-model). I et kvalitativt interviewstudie undersøgte vi deltagernes (n=15) oplevelse af FMSF-modellen og dens anvendelighed i et organisatorisk læringsperspektiv. Resultaterne peger på, at FMSF-modellen kan facilitere handlingsorienteret refleksion til gavn for undervisernes pædagogiske kompetenceudvikling og understøtte en organisatorisk læringsstruktur qua dens målrettede og strukturerede feedbackformat. Modellens anvendelighed påvirkes dog af lokalt forankrede kulturelle normer og praksisser, f.eks. sparsom peer-feedback og -observation samt manglende transparens blandt deltagerne