Pensum i Profesjonsteori: fortsettelseskurs med vekt på profesjonell utvikling.

Bøker

Finset, A. (2002). Den kliniske samtalen: En kilde til stress eller støtte?: Empiri om kommunikasjonens effekt i det kliniske intervjuet. I: Rønnestad, M. H. & von der Lippe (Red.). Det kliniske intervjuet (s. 101-119).  Oslo: Gyldendal Akademisk. (19s).     

Nerdrum, P. (2002). Om empati. I: Rønnestad, M. H. & von der Lippe (Red.). Det kliniske intervjuet (s. 74-93).  Oslo: Gyldendal Akademisk. (19s)

Orlinsky, D. E. & Rønnestad, M. H. (2005). How psychotherapists develop (kapittel 11 og 12). Washington, DC.; American Psychological Assocation. (31s)

Schön, D. A. (1987). Educating the reflective practitioner (pp. 3-43, kap. 1 og 2)  San Francisco: Jossey-Bass. (41s)

Skovholt, T. M. (2000). The resilient practitioner: Burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals. Boston: Allyn and Bacon. Chapter 3, 4,5,6,7,9,10,11. (137s)

* I kompendium

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*Burrage, M. (1993). From practice to school-based professional education: patterns of conflict accommodation in England, France, and the United States. I: S. Rothblatt & B. Wittrock (Eds.), The European and American university since 1800 (pp.142-187). Cambridge: CambridgeUniversity Press. (46s)

*Crompton, R. og Harris, F. (1998). Gender Relations and employment. The impact of occupations. Work, Employment and Society, 12, 297-315. (18s)

*Daley, B. J. (2001). Learning and professional practice: A study of four professions. Adult Education Quarterly, 52, 39-54. (16s)

*Dahle, R. (1992). Profesjonell berøring.  Sosiologi  idag, 4, 69-82. (13s)

*Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113-136.

*Eraut, M. (2004). Transfer of knowledge between education and workplace settings. In H. Rainbird, A. Fuller & A. Munro (Eds.), Workplace learning in context (pp. 201-221). London: Routledge.

*Evans, M.D. og Lauman,E.O. (1983). Professional Commitment: myth or reality? Social Stratification and Mobility, 2, 3-40. (38s).

*Gjerberg, E. ( 2001). Gender similarities in doctor’s preferences –and gender differences in final specializations. Social Science and Medicine, 54, 591-605. (14s).

*Guile, D. & M. Young (2002). Beyond the institution of apprenticeship: towards a social theory of learning as the production of knowledge. In: R. Harrison, F. Reeve, A. Hanson & J. Clarke (Eds.)Supporting lifelong learning. Vol. 1. Perspectives on learning (pp. 146-162). London: Routledge/Falmer. (17s)

*Hakim, C.  (2002). Lifestyle Preferences as Determinants of Women’s Differentiated Labor Market Careers. Work and Ooccupations, 29, 428-459.(31s)

*Jennings, L., Goh, M.,Skovholt, T. M. Hanson, M., Banerjee-Stevens, D. (2003). Multiple factors in the development of the expert counselor and therapist. Journal of Career Development, 1, 59-72. (14s)

*Jensen, K. & Lahn, L. (2005). The binding role of knowledge. An analysis of nursing students' knowledge ties, Journal of Education and Work, 18, 305-318. (14s)

*Kennedy, M. M. (1990). Choosing a goal for professional education. In: J. Sikula, T. J. Buttery & E. Guyton (Eds.): Handbook of Research on Teacher Education (pp. 813-825). New York: Simon & Schuster Macmillan. (13s)

*Norvedt, P. (2002). Profesjonell omsorg: Dyd eller ferdighet. I: K. Ruyter & A. J. Vetlesen (Red.). Omsorgens tvetydighet (s. 41-65). Oslo: Gyldendal Akademisk. (25s)

*Parsons, T. & Platt, G. M. (1973). The American university (pp. 225-266, kap. 5). CambridgeMassachusetts: HarvardUniversity Press. (42s)

*Richardson, V. & Placier, P. (2001). Teacher change. In: V. Richardson (Ed.). Handbook of Research on Teaching (4th. Edition) (pp. 905-914 & 921-939).  Washington: American Educational Research Association. (28s)

*Rønnestad, M. H. & Skovholt, T. M. (1991). En modell for profesjonell utvikling og stagnasjon hos terapeuter og rådgivere. Tidsskrift for Norsk psykologforening, 28, 555-567. (13s)

*Rønnestad, M. H. & Skovholt, T. M. (2003). The journey of the counselor and therapists: Research findings and perspectives on professional development. Journal of Career Development, 30, 5-44. (40s)

*Smith, R. (1983). Mobility in professional occupation –internal labor markets: stratifications, segmentation and vacancy chains. American Sociological Review, 48, 289-305.(16s)

*Tuomi-Gröhn, T. & Engström, Y. (2003). Conceptualising transfer: from standard notions to developmental perspectives. In: T. Tuomi-Gröhn & Y. Engeström. (Eds.): Between school and work: new perspectives on transfer and boundary-crossing (pp. 19-38). Amsterdam: Pergamon. (20s)

*Ulvik, O. S. (1999). Etikk, makt og kjønn i psykologers profesjonelle relasjoner. I:  M. H. Rønnestad & S. Reichelt (Red.). Psykoterapiveiledning (s. 325-342). Oslo: Tano Aschehoug. (18s)

*van der Hulst, M. & Jansen, E. (2002). Effects of curriculum organisation on study progress in engineering studies, Higher Education, 43, 489-506. (18s)

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