Project Details
Projekt
On the transformation of the professional habitus of nursing teachers (continuation)
Subject Area
Educational Research on Socialization, Welfare and Professionalism
Term
since 2021
Project identifier
Deutsche Forschungsgemeinschaft (DFG) - Project number 491073880
During the two and a half year funding phase, the project has been able to take advantage of the un-planned 'laboratory situation' of the implementation of the statutory nursing profession reform and observed three nursing schools in two federal states during the period of implementation of the new law. The methodical triangulation of expert interviews, group discussions and teaching ethnographies has resulted in a complex body of data that contains significant scientific findings and will be of great benefit for the further development of educational practice in nursing schools. The preliminary findings focus on three discoveries in particular: (a) the central importance of teams for the development and transformation of professional habitualization; (b) the remarkable diversity of nursing school profiles and 'cultures'; (c) the great importance of a kind of "correspondence" between the learning processes of the collective and the individual group members within the successful transformation of professional practices from "care" to "teaching". (ad a) The decisive variable for professional habitus transformation is the team’s willingness to support and develop. Professional habitus development depends on a stable framework, consistency and trust within the school team, i.e. on a practice whose reliability has been established as tacit knowledge (Polanyi). (ad b) The given reality is characterized by an impressive diversity of teaching teams. Already in the six intensively examined groups in two federal states (one in the east and one in the west of Germany), four different "learning profiles" can be identified heuristically: a "proactive-reflective learning profile", a more "thoughtful-reflective learning profile", a kind of "divergent-subversive learning profile" and a "reactive-persistent learning profile". (ad c) In school teams that are committed to the reform project, a certain affinity can often be seen be-tween the learning phases of the individual group members and the team as a whole. This observation has to do with the fact that the implementation of the reform is obviously particularly successful when a comprehensible "correspondence" can be established between the learning experiences of the entire team and the individual learning experiences of the individual team members. These three discoveries need to be analyzed in more depth in the continuation phase - an option that is the prerequisite for a conceptually convincing consolidation of the construct of a certain "intermediate knowledge" that theoretically guided the original project proposal and also provides the central orientation for the extension of the research.
DFG Programme
Research Grants
