LFU:online

Knowledge and Understanding: Students know theories of professionalization. The importance of academic education for the process and the product of professionalization is seen.

Application of Knowledge and Understanding: Students can transfer theoretical knowledge to various institutional and practical contexts and see how it can be used to promote professional identity and in processes of evaluation and quality development.

Assessment: Against the background of professional standards, students can analyze and assess relationships in institutions and organizations.

Communication: Students can distinguish and respect the different positions, levels and reference contexts and consider them communicatively.

Long-term knowledge: Students know that the process of professionalization is a dynamic process; they can develop strategies of reflexive and self-critical handling of their task in the context of lifelong learning. Support systems are known to them.

The focus is on the question of what distinguishes professions from other occupations and which sets them apart as a subgroup. Theories of that topic will be considered and different professions will be discussed conceptional. General and field-specific basic operations of professionalized activities are named. In a third section, the necessary educational process will be focused on the basis of the reconstructed basic operations. The model to do an activity (that requires professionalization) in professionalised manner will be discussed at the example of interprofessionalization. A key feature of professionalization is that it is never been complet that it needs to be pushed further and further: intervention strategies, evaluation and other support systems for professionalization in the pedagogical field are considered.

Read texts and deepen their contents in the discussion; apply theoretical concepts; to discuss and analyze empirical cases, to reflect on own experiences, exam preparation

Written exam

Evetts, J. (2009). Professionalitätsdiskurs und Management: Ein Paradoxon der Moderne [Discourse on Professionalism and Management: A Paradox in Modernity], in: J. Eurich/ A. Brink (Hg.), Leadership in sozialen Organisationen. Opladen: Springer VS. 159-167.

Helsper, W., Tippelt, R. (Hrsg.) (2011). Pädagogische Professionalität [Pedagogical Professionalism]. Zeitschrift für Pädagogik ZfP, Beiheft 57. Weinheim u.a. : Beltz. [accessible:  https://www.pedocs.de/volltexte/2013/7084/pdf/Helsper_Tippelt_Paedagogische_Professinalitaet.pdf; 25.05.2019]

Münte, P., & Scheid, C. (2017). Coping with Crises: A Neo-Classical View on Professions. Professions and Professionalism, 7(1), e1618-e1618. [Zugänglich: https://journals.hioa.no/index.php/pp/article/view/1618; 03.07.209]

Oevermann, U. (1996). Theoretische Skizze einer revidierten Theorie professionalisierten Handelns [Theoretical outline of a revised theory of professional action]. In A. Combe & W. Helsper (Eds.), Pädagogische Professionalität: Untersuchungen zum Typus pädagogischen Handelns (pp. 70-182). Frankfurt am Main: Suhrkamp. 

Parsons, T. (1968), Professions. International encyclopedia of the social sciences. Vol. 12. New York, NY: Macmillan, S. 536-547. [accessible:  http://www.encyclopedia.com/topic/Professions.aspx; 02.12.2016].