Spirende professionelle

Society's complexity and constant movement place great demands on education programs to train competent, reflexive, robust and committed students who can think, act and act in a qualified and professional manner. In this article, we will examine the students' experience of professional identity formation during practicum. Educating into a profession and developing a professional identity is a transition that contains many complex facets in the form of developing expert knowledge, skills, behavior, attitudes, and professionalism (Wilson et al., 2013). Barnet (2012) describes this transition as a dynamic journey without a specific destination, which is influenced by both the individual's personal characteristics and the professional practice that the individual participates in. The starting point is impact in practice courses on the Social Education and the Medical Education, where social identities is articulated and the formation of professional identity is the focal point (Rothuizen, 2015; Van den Broek et al., 2020; Rothuizen & Togsverd, 2020a). Based on an analysis of field studies and focus group interviews with students, an argument is made for understanding the concept as social identity based on the general picture drawn from the data. The understanding of social identity contains adjustment of the self in relation to the profession and the exercise thereof (action). Knowledge that is essential in the debate about how professions are trained for a complex and changing world

Spirende professionelle: Et indblik i studerendes professionsidentitetsdannelse i praksisforløb

Society's complexity and constant movement place great demands on education programs to train competent, reflexive, robust and committed students who can think, act and act in a qualified and professional manner. In this article, we will examine the students' experience of professional identity formation during practicum. Educating into a profession and developing a professional identity is a transition that contains many complex facets in the form of developing expert knowledge, skills, behavior, attitudes, and professionalism (Wilson et al., 2013). Barnet (2012) describes this transition as a dynamic journey without a specific destination, which is influenced by both the individual's personal characteristics and the professional practice that the individual participates in. The starting point is impact in practice courses on the Social Education and the Medical Education, where social identities is articulated and the formation of professional identity is the focal point (Rothuizen, 2015; Van den Broek et al., 2020; Rothuizen & Togsverd, 2020a). Based on an analysis of field studies and focus group interviews with students, an argument is made for understanding the concept as social identity based on the general picture drawn from the data. The understanding of social identity contains adjustment of the self in relation to the profession and the exercise thereof (action). Knowledge that is essential in the debate about how professions are trained for a complex and changing world

Pædagogers særlige muligheder for at skabe legedeltagelse blandt børn i musikalske fællesskaber

Børns leg i dagtilbud er et helt fundamentalt tema i centrale styringsdokumenter, hvor medarbejdere skal guide, understøtte og rammesætte, så alle børn kan være med i legefællesskaber. Der ligger et stort potentiale for fælles lege i musikalske aktiviteter, men også et vidensgab om musikpædagogikkens muligheder i dagtilbudskontekst. Formålet med artiklen er at bidrage med musikpædagogisk viden om, hvordan man på særlig vis kan inspirere til leg og skabe øvebaner for børns legedeltagelse i musikalske fællesskaber, hvor hele kroppen er med. Undersøgelsen af dette felt består af et review af international litteratur med fokus på at afgrænse centrale temaer for børns musikalske legedeltagelse. Litteraturgennemgangen resulterede i et antal temaer. Disse temaer er anvendt som forståelsesramme for en række ekspertinterviews med nogle af Danmarks mest erfarne musikpædagoger i danske dagtilbud. I artiklen præsenteres således, hvordan musikpædagoger oplever at kunne skabe legedeltagelse i musikalske fællesskaber. Der udfoldes tre analysefund. Det ene angår et musikalsk børnesyn, hvor musikpædagogens opmærksomhed rettes mod børns sansede oplevelser, som hun responderer på og inviterer til i fælles legende kommunikationsformer. Det andet beskriver betydningen af at være i besiddelse af et musikpædagogisk håndværk for at pirre børnegruppens nysgerrigheder samt kompetencer til at beherske forskellige legeroller. Mens det sidste fund peger mod musikrepertoirets betydning for dels at skabe genkendelighed, dels frihed til at eksperimentere og innovere de legende rammer.&nbsp