Litteraturliste Profesjonskvalifisering

* Barnett, R. A., Becher, R. A. & Cork, N. M. (1987). Models of professional preparation - pharmacy, nursing and teacher-education. Studies in Higher Education, 12(1), 51-63. (13s)

* Barnett, R., Parry, G. & Coate, K. (2001): Conceptualising curriculum change. Teaching in Higher Education,6(4), 435-449. (15s)

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

* Daley, B. J. (2001). Learning and professional practice: a study of four professions. Adult Education Quarterly, 52(1), 39-54. (16s)

* Dewey, J. (1904). The relation of theory to practice in education. In: The third yearbook of the National Society for the Scientific Study of Education: Part I: The relation of theory to practice in the education of teachers (pp. 9-30). Chicago: University of Chicago Press. (22s)

Engeström, Y. (1994). Training for change: new approach to instruction and learning in working life. (pp. 5-105). Geneva: ILO. (101 s)

Eraut, M. (1994). Developing professional knowledge and competence (pp. 1-181). London: RoutledgeFalmer. (181s)

* Greeno, J, Collins, A. & Resnick, L.B. (1996). Cognition and learning. In: D. Berlinger & R. Calfee (Eds) Handbook of educational psychology (pp. 15-46). New York: Macmillan. (32s)

* 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)

* Havnes, A. (2004). Examination and learning: an activity-theoretical analysis of the relationship between assessment and educational practice. Assessment and Evaluation in Higher Education, 29(2), 159-176. (18s)

* Jensen, K. & Lahn, L. (2005). The binding role of knowledge. An analysis of nursing students' knowledge ties, Journal of Education and Work, 18(3), 305-318. (14s)

* Karseth, B. (2006) Reformer i høyere utdanning: Nye student- og lærerroller. I: P. Lauvås, K. Lycke & Strømsø (red) Når læring er det viktigste. Undervisning i høyere utdanning (s. 57-72). Oslo: Cappelen. (16s)

* 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)

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

* Pascarella, E. T. & Terenzini, P. T. (2005). How college affects students: a third decade of research (Vol. 2) (pp.571-626, kap. 11). San Francisco: Jossey-Bass. (56s)

* Polanyi, M. (2000/1966). Den tause dimensjonen (The tacit dimension) (pp. 15-33). Oslo: Spartacus. (19s)

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

* Shulmann, L.S. (2004). Theory, practice, and the education of professionals. In: L. S. Shulmann: The wisdom of practice. Essays on teaching, learning, and learning to teach (pp. 523-544). San Fransisco: Jossey-Bass. (22s)

* Støren, L. A., & Arnesen, C. A. (2003). Et kjønnsdelt utdanningssystem. In: Statistisk sentralbyrå, Utdanning 2003 – ressurser, rekruttering og resultater (pp. 135–160). Oslo: Statistisk sentralbyrå. (26s)

* 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)

Wenger, E. (1998). Communities of practice: learning, meaning, and identity (pp. 45-102, 143-148). Cambridge: CambridgeUniversity Press.(64 s).

* Young, M. (2000). Bringing knowledge back in: towards a curriculum for lifelong learning, in A. Hogdson (ed.) Policies, politics and the future of lifelong learning (pp. 97-110). London: Kogan Page. (14s).

Til sammen ca 800 sider.

* - i kompendium