Ambition
Our ambition for the research area "Profession, Ethics, and Education" is to be a platform for solid and committed collaboration on research in the field between profession, ethics, and education. By explicitly incorporating ethical and value-based research perspectives on the education and working life of teachers and educators, we aim to produce and disseminate knowledge about the professionals' role in the welfare society from new angles that are currently underexplored. The research should be both practically and empirically grounded and theoretically robust.
We aim to build meaningful collaborations across national research networks in universities and university colleges, as well as international and Nordic contacts. We aspire to a long-term collaboration with strong cohesion and job satisfaction within the group, focusing on writing, applications, and research collaboration that can build on results. Thus, the collaboration should have both a practical-strategic aspect and a research-professional aspect, serving as a forum for effective writing and research development and for strategic collaboration on funding and publication. We aim for international research publications and Danish publications of a more communicative nature with a focus on local impact.
Focus Area Leaders
- Bjørn Ribers, Associate Professor, Department of Design, Media, and Educational Sciences, SDU
- Søren Engelsen, Assistant Professor, PhD, Teacher Education in Odense, UCL
Participants
- Gitte Miller Balslev – Associate Professor, University of Southern Denmark, FNUG, LSUL, IMADA
- Jakob Bøje – Associate Professor, University of Southern Denmark, IDMU
- Christine Revsbech, Associate Professor, Roskilde University
- Vibe Larsen – Senior Lecturer, Copenhagen University College (KP)
- Andrea Dietz Føge Jensen – University of Southern Denmark
- Berfin Colak Oguz – University of Southern Denmark
- Nadia Mansour – Research Consultant, PhD
Publications
- Ribers, B., & Warring, N. (Eds.) (2025). Professional Ethics in Welfare Work and Education: Nordic Perspectives. Routledge Research in Education. Routledge.
- Ribers, B., Miller Balslev, G., & Jensen, C. R. (2024). Education, collaboration and pedagogical phronesis: essential dimensions in professional learning and development. Professional Development in Education, 50(4), 684-699. https://doi.org/10.1080/19415257.2021.1902835
- Ribers, B. (2022). Ethical Transformations: Developing Ethical Competencies for the Social Professions through Action Research. European Journal of Social Work, 25(1), 65-77. https://doi.org/10.1080/13691457.2020.1857704
- Engelsen, S., Lehn, S., Sand Nielsen, C., Højbjerg, K., & Bukhave, E. B. (2022). Dannelse og tværprofessionalitet i sundhedsuddannelse. Tidsskrift for professionsstudier, 34(34), 34-45. Artikel 4. https://doi.org/10.7146/tfp.v18i35.134053
- Engelsen, S. (2020). Etiske færdigheder. I D. Cecchin, & V. Sieling (red.), Pædagogers Kompetencer (s. 423-438). Akademisk Forlag.
- Engelsen, S., Christiansen, R., & Emiliussen, J. (2019). Etikkens kuperede terræn: etiske principper og etisk kompetence i socialt arbejde. Tidsskrift for arbejdsliv, 21(3), 11-25. https://doi.org/10.7146/tfa.v21i3.118057
- Ribers, B. (2019). Den humanitære livsform: en ny epistemologi for den professionelle etos i velfærdsarbejde. Tidsskrift for Arbejdsliv, 21(3), 59-72. https://tidsskrift.dk/tidsskrift-for-arbejdsliv/article/view/118060/166093
- Engelsen, S. (2018). Etiske færdigheder i pædagogisk praksis. Dafolo.
- Ribers, B. (2018). The Plight to Dissent: Professional Integrity and Ethical Perception in the Institutional Care Work of Early Childhood Educators. European Early Childhood Education Research Journal, 26(6), 893-908. https://doi.org/10.1080/1350293X.2018.1533707