Bumpy moments considered as critical incidents in dialogue. Professional Identity of technical VET-teachers / Los momentos difíciles como incidentes críticos en diálogo. Identidad profesional de los profesores de FP técnica

Technology students need strong vocational education that supports both cognitive and career development in order to be adequately prepared for highly qualified jobs. The professional identity and underlying I-positions of teachers largely determine whether the quality of teaching meets these requirements. In an in-depth study we explored the professional identity of teachers working in technical VET. Bumpy moments as indicated by eleven teachers were discussed and analysed both qualitatively and quantitatively. The results show that teachers largely identified bumpy moments relating to their pedagogical content knowledge. Most teachers in the technical domain predominantly reflected an I-position as being a professional expert. We conclude that the dominant focus on pedagogical content knowledge legitimises professionalisation in favour of cognitive development and the career development of youngsters. By incorporating dialogue derived from the flower model can help teachers to better understand their professional identity, determining the quality of vocational education

Los estudiantes de tecnología necesitan una sólida formación profesional que apoye tanto su desarrollo cognitivo como profesional, a fin de estar adecuadamente preparados para trabajos altamente cualificados. La identidad profesional de los profesores y sus I-positions subyacentes determinan en gran medida si la calidad de la enseñanza cumple los requisitos. En un estudio en profundidad exploramos la identidad profesional de los profesores que trabajan en la formación profesional técnica. Se discutieron y analizaron, tanto cualitativa como cuantitativamente, los momentos difíciles señalados por once profesores. Los resultados muestran que los profesores identificaron en gran medida los momentos de dificultad en relación con sus conocimientos pedagógicos. La mayoría de los docentes de tecnología reflejaron predominantemente una I-position como profesionales expertos. Concluimos que el enfoque dominante en base al conocimiento pedagógico legitima la profesionalización en favor del desarrollo cognitivo y el desarrollo de la carrera de los jóvenes. La incorporación del diálogo derivado del denominado "Flower model" puede ayudar a los profesores a comprender mejor su identidad profesional, determinando la calidad de la formación profesional

Exploring deliberate practice in medicine: how do physicians learn in the workplace?

Medical professionals need to keep on learning as part of their everyday work to deliver high-quality health care. Although the importance of physicians' learning is widely recognized, few studies have investigated how they learn in the workplace. Based on insights from deliberate practice research, this study examined the activities physicians engage in during their work that might further their professional development. As deliberate practice requires a focused effort to improve performance, the study also examined the goals underlying this behaviour. Semi-structured interviews were conducted with 50 internal medicine physicians: 19 residents, 18 internists working at a university hospital, and 13 working at a non-university hospital. The results showed that learning in medical practice was very much embedded in clinical work. Most relevant learning activities were directly related to patient care rather than motivated by competence improvement goals. Advice and feedback were sought when necessary to provide this care. Performance standards were tied to patients' conditions. The patients encountered and the discussions with colleagues about patients were valued most for professional development, while teaching and updating activities were also valued in this respect. In conclusion, physicians' learning is largely guided by practical experience rather than deliberately sought. When professionals interact in diagnosing and treating patients to achieve high-quality care, their experiences contribute to expertise development. However, much could be gained from managing learning opportunities more explicitly. We offer suggestions for increasing the focus on learning in medical practice and further research.

[From dissociation to system: The concept of the unconscious as a descendant of the reflex paradigm in Freud]. / Von der Dissoziation zum System. Das Konzept des Unbewussten als Abkömmling des Reflexparadigmas in der Theorie Freuds.

The paper tries to situate Freud's theory historically by referring it to a paradigm of psychological theory that Marcel Gauchet describes as the "Golden Age" of psychophysics and reflex theory, and that he situates between 1870 and 1900. I will show that until 1900 Freud thinks, in fact, in categories that correspond to this type of thought. His texts On the Psychical Mechanism of Hysterical Phenomena (1893, with Josef Breuer) and A Project for a Scientific Psychology (1895) still follow the conception of a psychological subject on the basis of the stimulus and response model, which can be found in numerous contemporaneous authors. In this model, the psyche is just a place of transit open to the exterior, and its unity can only be a sum of elements of consciousness having a physiological substrate. Nevertheless, Freud's early texts--although appertaining to the reflex paradigm--already contain elements that serve to construct another basic model of the psychic apparatus, which is finally introduced by The Interpretation of Dreams. Those new elements are the separation between interior and exterior, the introduction of endogenous energy, which is linked to the importance of emotions instead of sensations, and the problem of the adaptation to outer reality that results from it. Nevertheless, once more Freud is not the only theorist in whose thought the new paradigm can be found; I again refer his new premises to other contemporary psychologists. The question that arises from Freud's passage from one paradigm to another is how he handles the continuity of his own thought. I describe the difficult compromise between contradictory concepts he finds in his Project for a Scientific Psychology; but certain concepts that derive from the reflex paradigm subsist even during the later development of psychoanalysis. This is especially the case for the concept of the unconscious itself: As I argue, this concept originates in the reflex paradigm, and, in contrast to contemporary psychology, Freud only maintains it longer than other authors do.