Liminal practice and reflection in professional education: police education and medical education

Figures & data

Table 1. Summary of findings and potential affordances for reflection.

Facets of liminal experience	Definition	Examples	Source of undeterminedness	Affordances for reflection
Practitioner	Partial positioning as a practitioner of work and education	Students in professional uniforms with student insignia	Who am I? Not being fully positioned. Falling outside of full participation of both practices.	Free to identify with several types of practitioners. ‘Finding’ who you want to be
Space	Spaces that are both/neither education and/or work	Patrol car compartment The doctor’s expedition	Where am I? Spaces reconfigured and experienced in other ways than functionally intended	‘Safe spaces’ in-between Informality, back-stage Semi-structure
Activity	Acting like you are a real professional from a student position and in a student setting	Post-scenario training conceptual angst Watching tutor’s envisioning being in their shoes Acting ‘male’	What am I doing? Doing tasks without knowing how to perform them Experience of failure, poor performance Feeling outside norm	Possibility to experiment with tactics etc. ‘Seeing’ the norm, spawning reflection on norm and self Mobilising counter-discourses