Artiklen belyser, med udgangspunkt i Ellströms kategorisering af handlings-, videns- og læringsniveauer (1996), at der eksisterer en generel grundlæggende forskel mellem, hvad underviserne oplever, at masterstuderende har som mål med deres uddannelse, og hvad underviserne selv tolker som det overordnede mål. De studerendes mål er ifølge underviserne overvejende at få teoretisk viden og teoretisk funderede svar på konkrete problemstillinger, mens undervisernes mål er at skabe refleksive praktikere gennem arbejdet med teorier og teori-praksis¬inte¬gra¬tion. Artiklen er baseret på kvalitative interviews med fem erfarne underviserer fra tre forskellige masteruddannelser, hvor kernefelterne er læreprocesser, organisations- og professionsudvikling samt lederudvikling.
Based on Ellström’s categorization of levels of action, knowledge and learning (1996), the article shows that a fundamental difference exists between master students’ objectives for their education as experienced by the teachers, and the teachers’ own interpretation of the overall objectives. According to the teachers, the students’ objectives are primarily to acquire theoretical knowledge and theoretically based answers or solutions to specific practice related problems, whereas the teachers’ objectives are to create reflective practitioners through their work with theories and theory-practice integration. The article is based on qualitative interviews conducted with five experienced teachers from three different master programmes that focus on learning processes, organizational- and professional development and leadership development
