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Studies in Higher Education Volume 32, 2007 - Issue 2
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Original Articles

Connecting to professional knowledge

Jens‐Christian Smeby Oslo University College, NorwayCorrespondencejens‐[email protected]
Pages 207-224 | Published online: 03 May 2007

Citations (31)

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Read on this site (12)

Mette Elmose, Rie Troelsen & Nina Rottmann. (2023) Moving into communities of practice: experiences of psychology students in their internship. Nordic Psychology 0:0, pages 1-16.
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Thomas Bäck, Lola Vallès & Mojgan Padyab. (2017) Police students’ perceptions of professional competences: a comparative study of Catalonia and Sweden. Police Practice and Research 18:5, pages 478-491.
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Benson Pun Sin Cheung. (2016) Professional graphic design knowledge in Hong Kong: from graduate to professional. Communication Design 4:1-2, pages 21-40.
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Catherine McCauley-Smith, Sharon J. Williams, Anne Clare Gillon & Ashley Braganza. (2015) Making sense of leadership development: developing a community of education leaders. Studies in Higher Education 40:2, pages 311-328.
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Ingvild Sagberg. (2014) Frustrated with the system: The professional entry of psychologists. Nordic Psychology 66:3, pages 187-201.
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Hilde Wågsås Afdal & Monika Nerland. (2014) Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers. Scandinavian Journal of Educational Research 58:3, pages 281-299.
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Jens-Christian Smeby & Kåre Heggen. (2014) Coherence and the development of professional knowledge and skills. Journal of Education and Work 27:1, pages 71-91.
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M. Virolainen & M.-L. Stenström. (2013) Building workplace learning with polytechnics in Finland: multiple goals and cooperation in enhancing connectivity. Journal of Education and Work 26:4, pages 376-401.
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Deborah Kilgore, Brook Sattler & Jennifer Turns. (2013) From fragmentation to continuity: engineering students making sense of experience through the development of a professional portfolio. Studies in Higher Education 38:6, pages 807-826.
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Elizabeth Jones. (2013) Practice-based evidence of evidence-based practice: professional practice portfolios for the assessment of work-based learning. Quality in Higher Education 19:1, pages 56-71.
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Elizabeth Jones. (2010) Enhancing professionalism through a professional practice portfolio. Reflective Practice 11:5, pages 593-605.
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Jens‐Christian Smeby & André Vågan. (2008) Recontextualising professional knowledge – newly qualified nurses and physicians . Journal of Education and Work 21:2, pages 159-173.
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Articles from other publishers (19)

Pål Winnæss. (2023) Fra praktiske ferskinger til ferske praktikere: Om kunnskap, kultur og identitet i politiutdanningen. Tidsskrift for samfunnsforskning 64:3, pages 230-248.
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Samantha E. Ashby, Suzanne H. Snodgrass, Darren A. Rivett & Trevor Russell. (2016) Factors shaping e-feedback utilization following electronic Objective Structured Clinical Examinations. Nursing & Health Sciences 18:3, pages 362-369.
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Joakim Caspersen. (2015) Teachers’ Learning Activities in the Workplace: How Does Teacher Education Matter?. Creative Education 06:01, pages 46-63.
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Thomas Bäck. 2015. Working and Learning in Times of Uncertainty. Working and Learning in Times of Uncertainty 89 101 .
Sandra Bohlinger, Ulrika Haake, Christian Helms Jørgensen, Hanna Toiviainen & Andreas Wallo. 2015. Working and Learning in Times of Uncertainty. Working and Learning in Times of Uncertainty 1 14 .
Ann Elise Kristoffersen & Eva Simonsen. (2012) Teacher-assigned literacy events in a bimodal, bilingual preschool with deaf and hearing children. Journal of Early Childhood Literacy 14:1, pages 80-104.
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Kate Meier, Pam Parker & Della Freeth. (2014) Mechanisms that support the assessment of interpersonal skills. The Journal of Practice Teaching and Learning 12:3, pages 6-24.
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Anton Havnes & Jens-Christian Smeby. 2014. International Handbook of Research in Professional and Practice-based Learning. International Handbook of Research in Professional and Practice-based Learning 915 954 .
Monika Nerland & Karen Jensen. 2014. International Handbook of Research in Professional and Practice-based Learning. International Handbook of Research in Professional and Practice-based Learning 611 640 .
Kerry Adam, Jenny Strong & Lucy Chipchase. (2013) Foundations for work-related practice: occupational therapy and physiotherapy entry-level curricula. International Journal of Therapy and Rehabilitation 20:2, pages 91-100.
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Louise Sutherland & Lina Markauskaite. (2012) Examining the role of authenticity in supporting the development of professional identity: an example from teacher education. Higher Education 64:6, pages 747-766.
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Samantha Ashby, Carole James, Ronald Plotnikoff, Clare Collins, Maya Guest, Ashley Kable & Suzanne Snodgrass. (2012) Survey of Australian practitioners' provision of healthy lifestyle advice to clients who are obese. Nursing & Health Sciences 14:2, pages 189-196.
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Kirsti Klette & Jens-Christian Smeby. 2012. Professional Learning in the Knowledge Society. Professional Learning in the Knowledge Society 143 162 .
Jens-Christian Smeby. 2012. Professional Learning in the Knowledge Society. Professional Learning in the Knowledge Society 49 67 .
Samantha Ashby & Bronwyn Chandler. (2010) An Exploratory Study of the Occupation-Focused Models Included in Occupational Therapy Professional Education Programmes. British Journal of Occupational Therapy 73:12, pages 616-624.
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Elizabeth Jones. (2010) A Professional Practice Portfolio for Quality Learning. Higher Education Quarterly 64:3, pages 292-312.
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Louise Sutherland, Sarah Howard & Lina Markauskaite. (2010) Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education 26:3, pages 455-465.
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Kristin Heggen, Berit Karseth & Svein Kyvik. 2010. The Research Mission of Higher Education Institutions outside the University Sector. The Research Mission of Higher Education Institutions outside the University Sector 45 60 .
Franziska Trede. (2009) Becoming Professional in the 21St Century. Australasian Journal of Paramedicine 7, pages 1-5.
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