Everyday life; Lived Experiences and Designed Learning: Students knowledge cultures and epistemic trajectories in a range of professional bachelor educations

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Everyday life; Lived Experiences and Designed Learning: Students knowledge cultures and epistemic trajectories in a range of professional bachelor educations

Helms, N.H., Vestbo, M., Steenfeldt, V.O., Dræbel, T.A., Hansen, T.A.E., Storm, H., and Schmidt, L.S.K. (University College Zealand)
In this panel the use of different methodological approaches to answer questions about students’ knowledge cultures and epistemic trajectories is discussed. The context is qualitative empirical educational studies in a range of professional bachelor educations; Nursing, Social Education and Nutrition and Health.
This research is a part of a greater national (Danish) research programme, the general objective is to generate knowledge about how professional bachelor educations and profession didactics can be developed to help in realizing learning objectives and educational policy goals.
This specific project seeks to create a deeper understanding and development of a space for action in relation to the students' development of professional identity. This understanding is generated through analysing their epistemic trajectories. The theoretical basis is a development of Knorr Cetina’s concepts of epistemic cultures and epistemic machines. In this panel, we will unfold three subprojects representing different educational contexts and research approaches:

Lived experiences of clinical training
Vibeke Østergaard Steenfeldt

Within the framework of life world phenomenology, this study examines nursing students’ lived experiences of their clinical training. The purpose is to develop knowledge about how transformation, translation and application of professional knowledge are incorporated during clinical training programmes. Data is generated by narrative interviews with nursing students four weeks after the beginning of their first clinical training. The narrative interviews focus on the students’ experiences of actions, instructions, reflections and discussions taking place in interaction with the clinical nurses. The analysis seeks to identify and describe ways of getting access to professional knowledge.

Students´ lived experience of education and everyday life
Tania Dræbel, Lene S. K. Schmidt, Tania A. E. Hansen, Helle Storm

The study´s purpose is to explore students’ lived experience of entering a study life and examines how different students become students and their variated experiences of possibilities of participating in study life. Inspired by sociological phenomenological approach, the study uses participant observations, interviews and a workshop to explore the life-worlds of daily living of students who train to become professionals of social education or nutrition and health education. The study contributes to knowledge about how students attempt to turn their everyday life into a study life and which interruptions of the common-sense of their everyday-life this creates. The study gives insight into how the students in order to make sense of the experienced interruptions seek to establish social and academic rituals and routines. In turn, rituals and routines established by the students also create selftypifications and typifications of fellow students, with implications for students’ perceptions of standing outside, next to or becoming part of “the social” and “the academic” in study life. Finally, students’ perceptions shape their experiences both of study life as potentially accessible and of interruptions the study life create as meaningful or not.

Epistemic strategies in becoming a professional
Niels Henrik Helms and Michelle Vestbo

The project analyze how students perceive knowledge in a professional context. The research questions are: How do students understand and apply knowledge in different contexts with a special emphasis on how intended institutional trajectories (curriculum) transforms into the learning trajectories of individual students or groups of students. This includes how portfolios or similar biographic technologies scaffolds epistemic trajectories in different kinds of study activities and are constitutive of the construction of the student’s professional identity. How and when are portfolios experienced meaningful and/or challenging in becoming a professional? How is knowledge translated between the different study activities? How do students articulate learning processes?Data generated through participant observations, semantic studies of portfolios and semi-structured group interviews is analysed through a hermeneutical phenomenological approach. The study contributes to knowledge about how students translate and transform knowledge in various ways and how they establish professional competencies and identities and about the potential coherence between portfolio pedagogies and other educational activities.


Conferencethe 35th International Human Science Research Conference (IHSRC), uOttawa, July 3-7, 2016
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