Project Details
Projekt
On the transformation of the professional habitus of nursing teachers
Subject Area
Educational Research on Socialization, Welfare and Professionalism
Term
since 2021
Project identifier
Deutsche Forschungsgemeinschaft (DFG) - Project number 491073880
The research project “On the transformation of the professional habitus of nursing teachers”, which is currently confronted with a kind of “laboratory situation” due to the reformed Nursing Act (PflBG) and the ongoing Covid-19-pandemic, focuses on the habitus transformation from “nursing” to “teaching”. Through this process, implicit knowledge, which we refer to as “intermediate knowledge”, becomes particularly interesting: - the tacit confrontation of scientific knowledge and professional action knowledge, conceived as “relationality”, through which “inherent professional logics” develop (cf. Dewe / Otto 2012); - a systemic knowledge of “its own type” at the back of those who act professionally (Bohnsack 2020; Scheunpflug 2004; already Goffman 1983); - the phenomenon of a “reflection-in-action”, i.e. an intuitive artistry that only arises in the performance of professional action (cf. Schön 1983; Neuweg 2001). The reconstruction of these forms of knowledge not only has the potential to empirically understand the necessary professionalisation step for nursing teachers from nursing to teaching. It is also suitable for the theoretical elucidation of a process that Bourdieu (2001, 210f.) already described as a “habitus transformation”. Such changes are, to a large extent, implicit and rely on the mentioned “knowledge mix”. The methodological triangulation of the qualitative approach focuses on this knowledge base: The planned expert interviews concentrate on a detailed, narrative recapitulation of the professional biography in which changes in habitus can be depicted. In the group discussions, attention is paid to the discursive reproduction of implicit collective knowledge that supports such transformations. The teaching ethnographies focus on unconsciously ingrained or still unsafe teaching practices that indicate “predetermined breaking points” in professional habitualisation. In detail, the following research settings are provided for the planned East-West country comparison: - 20 “expert interviews” in two federal states at two survey dates in order (a) to register sensitively changing habitus transformation processes between the two survey dates and (b) to perceive the different tensions within the field;- 8 school-related “group discussions” with nursing teachers, also at two survey dates, in order (c) to gain collective assessments of the actors concerned, (d) to perceive their possible modification; finally - 16 “ethnographic observations” of half-day teaching situations, also at an early and a later point in time, in order (e) to register the extent of change in the professional habitus or (f) to re-construct possible blocking strategies.
DFG Programme
Research Grants
