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 journalArticlepeer-review

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    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

    Keywords

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

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