摘要：Denne artikel omhandler et forsøg med integration af praksis i undervisningen, som har til formål, 1) at give de studerende en fornemmelse for, hvordan fagene på uddannelsen har relevans for arbejdet i praksis, og 2) at kvalificere de studerende til mødet med praksis. Derfor inddrages især Etienne Wenger og Jean Laves teorier om ’praksisfællesskaber’ med fokus på ’situeret læring’ i overvejelserne over og planlægning af forsøget. Forsøget betegnes Situationspraktik og organiseres ud fra tre overordnede aktiviteter: asynkrone studieaktiviteter (litteraturstudier, planlægning og forberedelse af delarrangementer), klassisk konfrontationsundervisning (teori- analyse og metodepræsentation) og som et arrangement, hvor resultaterne af disse aktiviteter omsættes i praksis. I forsøget deltager 12 studerende, der alle går på 4. semester. Situationspraktikken resulterer for underviser i erfaringer med, hvilke pædagogiske muligheder og udfordringer der er med at facilitere læringsfællesskaber de studerende imellem og med inddragelse af eksterne stakeholders. This article sets out to describe an attempt to increase students’ understanding of professional practice. 'Situational internship', as the activity is termed, aims to provide students with experience of practice in their chosen field as part of their qualification. Etienne Wenger and Jean Laves’ theories on 'communities of practice' and 'situated learning' are used when considering and planning suitable learning activities. The study is organized as three main activities: asynchronic student activities (literature studies, planning and preparation of sub arrangements), teacher initiated activities (introduction of theories, analysis and methods) and the implementation of an event. Situational internship provides many interesting experiences, both for students and teacher, especially the opportunities and challenges of creating a learning community between students and teachers, and also between students and external stakeholders. The ambition to change the students' preconceptions of practice, and the teacher in the role of facilitator are thematized in the article.
