Comparing Collective and Personal Professional Theories of Experienced Practitioners

Antoine C. M. van den Bogaart*, Marco Mazereeuw, Hans G. K. Hummel, Paul A. Kirschner

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

A characteristic of becoming a professional is the internalisation of the Collective Professional Theory (CPT), the shared insights of experienced practitioners. A problem arises when different opinions stemming from practitioners’ Personal Professional Theories (PPTs), obscure a CPT’s content. This study argues that groups of cooperating practitioners have well-defined CPTs, which together constitute a field. The relations between CPTs, PPTs and fields are studied in case studies under accountants and teachers. In each domain a representation of a CPT was constructed and compared with PPTs. The results indicate that CPTs are more complex than PPTs and the structure of the two fields differs locally. Compared to the CPTs of teachers, differences between the CPTs of accountants are smaller. Such insights in CPTs are important for education because socialisation in a domain may be fostered if one is aware of CPTs and the surrounding field in relation to one’s PPT.
Original languageEnglish
Pages (from-to)363-377
Number of pages15
JournalScandinavian Journal of Educational Research
Volume63
Issue number3
DOIs
Publication statusPublished - 16 Apr 2019

Fingerprint

Socialisation
internalization
teacher
education

Keywords

  • experience
  • Personal Professional Theories.
  • field
  • Collective Professional Theories,
  • Vocational field
  • personal professional theories
  • collective professional theories
  • concept map

Cite this

@article{9b5637cb8b124288b547c90c70b9928f,
title = "Comparing Collective and Personal Professional Theories of Experienced Practitioners",
abstract = "A characteristic of becoming a professional is the internalisation of the Collective Professional Theory (CPT), the shared insights of experienced practitioners. A problem arises when different opinions stemming from practitioners’ Personal Professional Theories (PPTs), obscure a CPT’s content. This study argues that groups of cooperating practitioners have well-defined CPTs, which together constitute a field. The relations between CPTs, PPTs and fields are studied in case studies under accountants and teachers. In each domain a representation of a CPT was constructed and compared with PPTs. The results indicate that CPTs are more complex than PPTs and the structure of the two fields differs locally. Compared to the CPTs of teachers, differences between the CPTs of accountants are smaller. Such insights in CPTs are important for education because socialisation in a domain may be fostered if one is aware of CPTs and the surrounding field in relation to one’s PPT.",
keywords = "experience, Personal Professional Theories., field, Collective Professional Theories,, Vocational field, personal professional theories, collective professional theories, concept map",
author = "{van den Bogaart}, {Antoine C. M.} and Marco Mazereeuw and Hummel, {Hans G. K.} and Kirschner, {Paul A.}",
note = "DS_Citation:Van den Bogaart, A. C. M., Hummel, H. G. K., & Kirschner, P. A. (in press). Comparing Collective and Personal Professional Theories of Experienced Practitioners. Scandinavian Journal of Educational Research.",
year = "2019",
month = "4",
day = "16",
doi = "10.1080/00313831.2017.1375007",
language = "English",
volume = "63",
pages = "363--377",
journal = "Scandinavian Journal of Educational Research",
issn = "0031-3831",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "3",

}

Comparing Collective and Personal Professional Theories of Experienced Practitioners. / van den Bogaart, Antoine C. M.; Mazereeuw, Marco; Hummel, Hans G. K.; Kirschner, Paul A.

In: Scandinavian Journal of Educational Research, Vol. 63, No. 3, 16.04.2019, p. 363-377.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Comparing Collective and Personal Professional Theories of Experienced Practitioners

AU - van den Bogaart, Antoine C. M.

AU - Mazereeuw, Marco

AU - Hummel, Hans G. K.

AU - Kirschner, Paul A.

N1 - DS_Citation:Van den Bogaart, A. C. M., Hummel, H. G. K., & Kirschner, P. A. (in press). Comparing Collective and Personal Professional Theories of Experienced Practitioners. Scandinavian Journal of Educational Research.

PY - 2019/4/16

Y1 - 2019/4/16

N2 - A characteristic of becoming a professional is the internalisation of the Collective Professional Theory (CPT), the shared insights of experienced practitioners. A problem arises when different opinions stemming from practitioners’ Personal Professional Theories (PPTs), obscure a CPT’s content. This study argues that groups of cooperating practitioners have well-defined CPTs, which together constitute a field. The relations between CPTs, PPTs and fields are studied in case studies under accountants and teachers. In each domain a representation of a CPT was constructed and compared with PPTs. The results indicate that CPTs are more complex than PPTs and the structure of the two fields differs locally. Compared to the CPTs of teachers, differences between the CPTs of accountants are smaller. Such insights in CPTs are important for education because socialisation in a domain may be fostered if one is aware of CPTs and the surrounding field in relation to one’s PPT.

AB - A characteristic of becoming a professional is the internalisation of the Collective Professional Theory (CPT), the shared insights of experienced practitioners. A problem arises when different opinions stemming from practitioners’ Personal Professional Theories (PPTs), obscure a CPT’s content. This study argues that groups of cooperating practitioners have well-defined CPTs, which together constitute a field. The relations between CPTs, PPTs and fields are studied in case studies under accountants and teachers. In each domain a representation of a CPT was constructed and compared with PPTs. The results indicate that CPTs are more complex than PPTs and the structure of the two fields differs locally. Compared to the CPTs of teachers, differences between the CPTs of accountants are smaller. Such insights in CPTs are important for education because socialisation in a domain may be fostered if one is aware of CPTs and the surrounding field in relation to one’s PPT.

KW - experience

KW - Personal Professional Theories.

KW - field

KW - Collective Professional Theories,

KW - Vocational field

KW - personal professional theories

KW - collective professional theories

KW - concept map

U2 - 10.1080/00313831.2017.1375007

DO - 10.1080/00313831.2017.1375007

M3 - Article

VL - 63

SP - 363

EP - 377

JO - Scandinavian Journal of Educational Research

JF - Scandinavian Journal of Educational Research

SN - 0031-3831

IS - 3

ER -