In this episode, prof. Catrine Torbjørnsen Halås, former head of the Center for Practical Knowledge at Nord University, reflects on the relevance of practice research for professional studies like teacher education, social work or nursing. By means of personal experiences, she gives an elaborated account of what practical knowledge is and outlines different methodological approaches, how to develop that kind of knowledge. Last but not least, she explains why it is legitimate to use one’s own practice experience as starting point when conducting practice research.
 
00:00:44 – Catrine's “personal journey” towards research on practical knowledge
00:02:20 – What is practice research?
00:04:09 – About research on practice, with practice or in practice?
00:05:59 - Differences between humanistic and social science research approaches in professional studies
00:08:39 – What is practical knowledge?
00:13:48 – Your own experience as valuable starting point for practice research
00:16:52 – What kind of methodologies can be used in order to develop practical knowledge?
00:21:03 – The role of unease in practice research
00:26:49 – To what extent is good practice, and with that practical knowledge, a question of the practitioner’s responsibility?
00:30:08 - How should we educate practitioners that are able to take responsibility?
 

Between Theory and Practice – Questions for Reflection
How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers.

1. Catrine Thorbjørnsen Halås suggests that meaningful inquiry often begins with an experience of unrest, unease, or discrepancy—when something does not sit right, does not work as expected, or raises an ethical concern. Reflect on a situation in your own professional practice that continues to trouble, puzzle, or challenge you. What might this experience be inviting you to see, understand, or question more deeply? 
2. Throughout the conversation, Halås emphasizes that professional responsibility begins with the capacity to truly see the other person and to respond to the uniqueness of the situation rather than merely following routines or systems. Think of someone you currently work with, teach, support, or care for. What might become possible if you paused to ask not only “What should I do?” but also “What is this person and this situation asking of me?”

Literature:

-              Halås, C.T. & Fuglseth, K.S. (2021): Fagområdet praktisk kunnskap. In: Fuglseth, K.S. & Halås, C.T. (eds.): Innføring i Praktisk Kunnskap. Anerkjennende, kritisk og konstruktiv praksisforskning. Oslo: Universitetsforlaget.  

-              Halås C.T, Kymre, I.G and Steinsvik, K. (eds) (2017): Humanistiske forskningstilnærminger til profesjonspraksis. Gyldendal Akademisk.  

-              Halås, C.T (2023) Jakob Meløe’s Praxeology – an ethnographic approach to research in practical knowledge . Antologikapittel i C. Cederberg, K. Fuglseth &  E.vd Zande (eds) "Exploring practical knowledge. Life-World Studies of Professionals in Education and Research. Brill.

-              Halås, C.T (2022) Kunnskapsreflektert praxis som tilnærming til å skape sammenheng mellom praktisk og teoretisk virksomhet i sosialt arbeid . i Ø. Henriksen, A. Solstad & G.W. Øydgaard. Sammenhenger i sosialt arbeid. Universitetsforlaget.

-              Halås, C.T & McGuirk, J (2021) Det vitenskapelige essayet i profesjonsforskning: en kritisk utprøvende metode.  Tidsskrift for psykisk helsearbeid: Volum 18, s. 5-14. https://doi.org/10.18261/issn.1504-3010-2021-01-02

-              Halås, C.T & Lombholdt Herholdt, S.M Podcast about writing essays: https://nord.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=5dd3a0f6-39ef-4853-a8c2-b1370076f1d5