Abstract
| Original language | English |
|---|---|
| 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 |
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Keywords
- experience
- Personal Professional Theories.
- field
- Collective Professional Theories,
- Vocational field
- personal professional theories
- collective professional theories
- concept map
Cite this
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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 journal › Article › Academic › peer-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 -