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Why are we here?: The educational value model (EVM) as a framework to investigate the role of students’ professional identity development
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. (UpCERG)ORCID iD: 0000-0003-0513-9338
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)ORCID iD: 0000-0002-8465-7629
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)ORCID iD: 0000-0002-5184-4743
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. (UpCERG)ORCID iD: 0000-0001-7472-2215
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2018 (English)In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper, Published paper (Refereed)
Abstract [en]

Education can be seen as a preparation for a future profession, where some educational programs very clearly prepare their students for a certain profession, e.g. plumber, nurse and architect. The possible professions for students following education programs in computing is quite varied and thus difficult to cater for, but to educate towards a professional life is still a stated goal in most higher education settings. We argue that this goal is typically not even closely reached and provide an analysis indicating factors explaining this situation. The analysis is based on the concept of professional identity. In earlier work [1] a framework with which to reason about student interactions with the regulatory structure of higher education and teachers was developed. In that paper we developed a compound model which not only relates these players to one another, but also provides approaches to reasoning about misalignments which arise when students and teachers approach their shared learning context from different perspectives. This framework is in this paper applied to address different aspects of professional identity with the intent of bringing forth deeper insights into challenges with educating towards professions. This issue is highly complex and the framework provides a structure that is beneficial for analysing different aspects in a more holistic manner.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE, 2018.
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer and Information Sciences Didactics Pedagogy
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
URN: urn:nbn:se:uu:diva-365093DOI: 10.1109/FIE.2018.8659055ISI: 000468396902058ISBN: 978-1-5386-1174-6 (electronic)OAI: oai:DiVA.org:uu-365093DiVA, id: diva2:1261933
Conference
48th IEEE Frontiers in Education Conference (FIE), OCT 03-06, 2018, San Jose State Univ, San Jose, CA
Funder
NordForskAvailable from: 2019-03-07 Created: 2018-11-09 Last updated: 2019-08-01Bibliographically approved

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Nylén, AlettaDaniels, MatsPears, ArnoldCajander, Åsa

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