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 language | English |
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Pages (from-to) | 363-377 |
Number of pages | 15 |
Journal | Scandinavian Journal of Educational Research |
Volume | 63 |
Issue number | 3 |
DOIs | |
Publication status | Published - 16 Apr 2019 |
Keywords
- experience
- Personal Professional Theories.
- field
- Collective Professional Theories,
- Vocational field
- personal professional theories
- collective professional theories
- concept map