Author: Heggen Kåre Terum Lars Inge
Publisher: Routledge Ltd
ISSN: 1470-1294
Source: Teaching in Higher Education, Vol.18, Iss.6, 2013-08, pp. : 656-669
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to be important. The concept of coherence seen as an expression of relevance is introduced and measured by four kinds of interactions: Theory–practice interaction, teacher–student interaction, peer interaction and supervisor–student interaction. Analysis indicates that coherence, particularly as theory–practice interaction, peer interaction and supervisor–student interaction, has a significant impact on dedication to and identification with a profession. Longitudinal survey data – collected from students in colleges for teaching, nursing and social work – are analysed.
Related content
International Journal of Qualitative Studies in Education, Vol. 21, Iss. 5, 2008-09 ,pp. :
Does a community of learners foster self-regulated learning?
Technology, Pedagogy and Education, Vol. 17, Iss. 3, 2008-10 ,pp. :
Using E-mail to Foster Collaboration in Distance Education
By Ng Kwok-Chi
Open Learning, Vol. 16, Iss. 2, 2001-06 ,pp. :