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POPOVICI, Adriana. „The interrelationship of social maturity and professional identity to adolescents during the professional identity crisis“. Psihologie. Revista științifico-practică = Psychology. Scientific-practical journal 44, Nr. 1 (Mai 2024): 12–25. http://dx.doi.org/10.46728/pspj.2024.v44.i1.p12-25.
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In this study we aim to theoretically and applicatively elucidate two fundamental concepts: the concept of „professional identity” and the notion of „social maturity”. The research empirically establishes the link between social maturity and professional identity in teenagers during the professional identity crisis. The multidisciplinary approach of this study contributes to a deeper and integrated understanding of how personal values influence the professional and social development of young people. The study includes a sample of 250 teenagers and uses three assessment tools. The analysis of the obtained results shows that 35.6% represent the participants with a clearly formed professional identity, 20% show optimal social maturity. The findings emphasize the importance of integrating professional and social education within personal and professional development programs.
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Silva, Thais Araujo da, Genival Fernandes de Freitas, Magali Hiromi Takashi und Tatiana de Araújo Albuquerque. „Professional identity of nurses: a literature review“. Enfermería Global 18, Nr. 2 (08.03.2019): 563–600. http://dx.doi.org/10.6018/eglobal.18.2.324291.
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Objetivo: Identificar en la literatura científica, los matices identitarios de la enfermería en diversos contextos, especialmente en los campos de la gestión y de la enseñanza, para contribuir y desplegar nuevos apuntes sobre la temática propuesta.Método: Revisión integrativa, con el fin de aclarar la siguiente cuestión: ¿Cuáles son las configuraciones identitarias de la Enfermería como profesión en el contexto gerencial y de enseñanza? Los datos fueron recolectados en junio de 2017, sin delimitación temporal o de idioma, que estuvieran íntegramente, en la base de datos de Cinahl, en el portal de la BVS y del Dedalus, y en el directorio de revistas de Scielo. Al final del análisis de los datos, siete estudios fueron seleccionados.Resultados: Se percibió que estudios inherentes a la identidad profesional de la enfermera gestora insertada en un Programa de Integración Docente Asistencial, son todavía poco explorados. Sin embargo, se pudo discutir acerca de la referida temática sumergiéndose en publicaciones que reflexionan acerca de la identidad profesional de la enfermera docente y gerente.Consideraciones finales: La literatura enumerada en este estudio permitió vislumbrar las variantes que impactan en la construcción de un arquetipo identitario, permitiendo con ello, que nuevos desdoblamientos surgen como consecuencia de la necesidad de profundizarse en ese asunto eminentemente específico y peculiar, habida cuenta de que es un tema instigador, rico de posibilidades y de transformaciones Objective: To identify, in the scientific literature, the identity nuances of Nursing in several contexts, especially in the fields of management and teaching, to contribute and unfold new notes on the proposed subject.Method: Integrative review, aiming to solve the following question: What are the identity settings of Nursing as a profession in both managing and teaching context? Data was collected in June 2017, without time or language delimitation, in full, from Cinahl database, from BVS and Dedalus portal, and from Scielo magazine directory. At the end of the data analysis, seven studies had been selected.Results: It was noticed that studies that are inherent to the professional identity of the nurse manager at IDA Program are still little explored. However, it was possible to discuss the subject matter by immersing itself in publications that reflect on the professional identity of the teaching and management nurse.Final considerations: The literature mentioned in this study allowed us to glimpse the variants that affect the construction of an identity archetype, thus allowing new developments to arise because of the need to explore this eminently specific and peculiar subject, since it is an exciting subject, abundant in possibilities and transformations Objetivo: Identificar, na literatura científica, as matizes identitárias da Enfermagem em diversos contextos, especialmente nos campos da gestão e do ensino, para contribuir e desdobrar novos apontamentos sobre a temática proposta.Método: Revisão integrativa, visando sanar o seguinte questionamento: Quais são as configurações identitárias da Enfermagem quanto profissão no contexto gerencial e de ensino? Os dados foram coletados em junho de 2017, sem delimitação temporal ou de idioma, que estivessem na íntegra, na base de dados da Cinahl, no portal da BVS e do Dedalus, e no diretório de revistas da Scielo. Ao final da análise dos dados, sete estudos foram selecionados. Resultados: Percebeu-se que estudos inerentes à identidade profissional da enfermeira gestora inserida em um Programa de Integração Docente Assistencial, são ainda pouco explorados. Entretanto, pôde-se discutir acerca da referida temática imergindo-se em publicações que refletem a respeito da identidade profissional da enfermeira docente e gerente. Considerações finais: A literatura elencada nesse estudo permitiu vislumbrar as variantes que impactam na construção de um arquétipo identitário, permitindo com isso, que novos desdobramentos surjam em decorrência da necessidade de se aprofundar nesse assunto eminentemente específico e peculiar, haja vista que é um tema instigante, rico de possibilidades e de transformações.
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Medina-Landeo, Juan. „El protofarmaceuticato en el Perú, cimiento de la identidad profesional farmacéutica“. Revista de la Sociedad Peruana de Medicina Interna 37, Nr. 3 (30.09.2024): 185–93. http://dx.doi.org/10.36393/spmi.v37i3.866.
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El presente artículo ofrece una mirada a la institución del Protofarmaceuticato y su relevancia en la historia de la farmacia peruana. Al instalarse en 1831, bajo la denominación de Junta Directora de Farmacia, se establecieron los fundamentos para una regulación y supervisión más eficiente de la práctica farmacéutica en el Perú, liderada de forma exclusiva por el propio gremio farmacéutico. Al final del artículo, se exhibe un documento inédito que detalla el diseño de distintivos destinados a los miembros de la Junta, presentada al Congreso por Melchor Zerezeda, quien fue el primer protofarmacéutico peruano.
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Vives Varela, Tania, und Alicia Hamui Sutton. „Concepciones de pedagogía y medicina en la construcción de la identidad profesional docente“. Investigación en Educación Médica 30, Nr. 2 (12.04.2019): 76–84. http://dx.doi.org/10.22201/facmed.20075057e.2019.30.18103.
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Introducción: Cada profesor de acuerdo a su percepción y apreciación interioriza los elementos de la estructura social de la institución educativa a la que pertenece, la cual moldea el conjunto de modos de ver, sentir y actuar para construir su identidad profesional docente. Objetivo: Indagar las concepciones de pedagogía y medicina en la construcción de la identidad profesional de los docentes de la Facultad de Medicina (FM) de la Universidad Nacional Autónoma de México. Método: Estudio cualitativo, con una visión de carácter fenoménico y procesual del modo en que los docentes construyeron su visión de la realidad social y de su propia identidad. Se utilizó la técnica de entrevista semiestructurada con base en la teoría fundamentada modificada. Resultados: En la práctica docente de los profesores de la FM confluyeron dos visiones de la pedagogía (la centrada en el profesor y la centrada en el estudiante) y dos visiones de la medicina (una enfocada en la ciencia y la otra en la ciencia y el arte). En los docentes del área biomédica coincidió la concepción pedagógica centrada en el profesor con la idea de la medicina como ciencia. La FM ofreció dos versiones de la práctica docente en un contexto complejo y no unificado. Esto dificultó la interacción entre los docentes por sus distintas concepciones que a su vez influyó en la construcción de la identidad profesional docente. Conclusiones: Se recomendó que la FM establezca mecanismos para una comunicación efectiva y estrecha entre los profesores a través de actividades y proyectos conjuntos e interdisciplinarios, con la finalidad de que las dos concepciones se enriquezcan y confluyan para fortalecer la construcción de una identidad profesional docente que beneficie la práctica educativa de la institución.
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Md. Yusoff, Yusmini. „IDENTITI PROFESIONAL PENGAMAL PEMULIHAN KES-KES PENYELEWENGAN AGAMA MELAMPAU: SUATU ANALISIS NARATIF“. ‘Abqari Journal 13, Nr. 1 (12.02.2019): 59–73. http://dx.doi.org/10.33102/abqari.vol13no1.68.
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Professional identity is not static but fluid. It is influential in identifying who the individual is and how the individual is perceived by those in his or her professional setting. This article provides a discussion with respect to both personal and professional values that shape the rehabilitation practitioners’ professional identity working with extreme religious deviance cases. The research method employed in this study was an exploratory-qualitative approach utilizing in-depth interviews techniques. A total of eight Muslim rehabilitation practitioners within Selangor and the Federal Territory of Kuala Lumpur had participated in this study. The findings were analysed in a narrative manner and they indicate that personal and professional values have a strong relationship in shaping who the informants are as rehabilation practitioners.
Keywords: professional identity, personal value, education and training, narrative study.
Abstrak
Identiti profesional merupakan suatu entiti yang tidak statik tetapi ia boleh dibentuk dan bersifat fleksibel. Identiti ini berpengaruh dalam mengidenfikasikan siapa diri individu dan bagaimana individu tersebut dilihat oleh mereka yang berada dalam lingkungan profesionalnya. Artikel ini membincangkan tentang nilai personal dan nilai profesional yang menjadi unsur penting dalam pembentukan identiti profesional pengamal pemulihan yang berhadapan dengan pelaku kesalahan berfahaman agama ekstrem. Metodologi yang digunakan dalam kajian ini adalah bersifat kualitatif exploratory melalui penggunaan teknik temubual mendalam. Seramai lapan informan terdiri daripada pengamal pemulihan Muslim di sekitar Selangor dan Wilayah Persekutuan Kuala Lumpur terlibat dalam kajian ini. Analisis dapatan kualitatif dijalankan secara naratif dan hasil kajian mendapati nilai personal dan profesional mempunyai hubungan yang kuat dalam mempengaruhi siapa diri informan sebagai pengamal pemulihan.
Kata kunci: identiti profesional, nilai personal, pendidikan dan latihan, kajian naratif.
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Rahman, Fathur, Yuli Nurmalasari, Siti Aminah und Agus Taufiq. „Professional Identity in Guidance and Counseling: The Perspective of Prospective Counselors“. Jurnal Kajian Bimbingan dan Konseling 7, Nr. 2 (22.06.2022): 71–80. http://dx.doi.org/10.17977/um001v7i22022p71-80.
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Abstract: This study aims to describe prospective counselors’ perceptions of professional identity concepts in the guidance and counseling field. This study used a qualitative approach with an exploratory, descriptive design. Research data were collected through open questionnaires and focus group discussions. The data sources were fifteen guidance and counseling students from three different classes. Data analysis was carried out by searching for themes and determining the correlation between them to attain interpretation. The results of the study show that professional identity is conceptualized as a typical characteristic or a symbol of professional conduct in the profession of guidance and counseling. Meanwhile, the dimensions of professional identity according to students are categorized into professional competence, personality, personal appearance, knowledge of the profession, and professional ethos. Lastly, for the student, professional identity is something that moves dynamically. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan persepsi calon konselor terhadap konsep identitas profesional dalam bidang bimbingan dan konseling. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif eksploratif. Data penelitian dikumpulkan melalui kuesioner terbuka dan diskusi kelompok terfokus. Sumber datanya adalah lima belas mahasiswa bimbingan dan konseling dari angkatan yang berbeda. Analisis data dilakukan dengan cara mengidentifikasi topik dan menentukan keterkaitan untuk mencapai interpretasi. Hasil penelitian menunjukkan bahwa identitas profesional dikonseptualisasikan sebagai ciri khas atau simbol perilaku profesional dalam profesi bimbingan dan konseling. Sedangkan dimensi identitas profesional menurut mahasiswa dikategorikan terdiri dari kompetensi profesional, kepribadian, penampilan pribadi, pengetahuan profesi, dan etos kerja profesional. Selain itu, mahasiswa juga mempersepsikan identitas profesional bimbingan dan konseling merupakan sesuatu yang bergerak dinamis.
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Cisternas, Constanza, Paula Batista, Eugenio Merellano und Elsa Silva. „Identidad Profesional docente en la Educación Física: Una revisión integrativa de literatura“. E-balonmano com Journal Sports Science 19, Nr. 3 (22.12.2023): 276–90. http://dx.doi.org/10.17398/1885-7019.19.276.
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In recent decades, the teaching profession, as a result of changes in the professional space and post-Bologna training processes, has been the target of multiple transformations emerging in the reconfiguration of teachers' professional identities, which is why it is important to provide knowledge about its construction process.The purpose of this review is to understand how the Professional Teacher Identity in Physical Education is built and to identify the elements that contribute to its construction. The review was carried out in the Dialnet databases between 2010 and 2022 using the as keywords: Professional Identity and Physical Education, in Spanish or Portuguese in peer-review academic journals. 18 research papers were selected among 54 identified that where submitted to a thematic analysis. Three themes were identified: i) professional teaching identity construction (9 studies), ii) elements that contributed to teacher professional identity (3 studies), iii) construction and elements related to teacher professional identity (6 studies). The findings suggest that teacher professional identity is building from personal, social and professional interactions within a dynamic and progressive process during initial training and professional practices influenced by previous experiences.
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Damián, Javier. „Professional Identity, Social Recognition and Entering the Workforce of the University Student with Hybrid Education“. Propósitos y Representaciones 2, Nr. 2 (2014): 45–76. http://dx.doi.org/10.20511/pyr2014.v2n2.60.
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Abd. Rahim, Fazlena, und Mohamed Mohamed Tolba Said. „Perceptions of Public and Professional on Visual Image of Putrajaya City“. Jurnal Kejuruteraan 32, Nr. 2 (30.05.2020): 325–34. http://dx.doi.org/10.17576/jkukm-2020-32(2)-17.
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Putrajaya is the federal government's administrative center which at the beginning of its development was planned as an Islamic city. The objective of this study is to analyze the visual images of the built environment that give the identity of Putrajaya based on public and professional perceptions. Modernization and lack of understanding of the interpretation of Islamic architecture has resulted in an identity crisis in the architectural style, misleading identity and affected the identity of the Islamic city. This study adopts both quantitative and qualitative methods. A questionnaire survey involving 500 civilians and photo-base method interviews with 100 professionals in the field of built environment was conducted to analyze the identity and the visual image of Putrajaya. The findings show that Putrajaya's urban design has a high aesthetic value and Islamic culture through the Islamic Middle East features to realize its application as an Islamic city. However, the style of modern that dominates, mixture, diversity and lack of local identity creates a misleading and a weak of cultural identity. The findings of this study can be utilized to strengthen the visual image of Putrajaya city as an Islamic city with its own local identity and identity to increase attractiveness to urban users.
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Martín-Gutiérrez, Ángela, Jesús Conde-Jiménez und Cristina Mayor-Ruiz. „La identidad profesional docente del profesorado novel universitario.“ REDU. Revista de Docencia Universitaria 12, Nr. 4 (26.12.2014): 141. http://dx.doi.org/10.4995/redu.2014.5618.
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<p>En este artículo se presenta la experiencia de un equipo docente, ubicado en la Facultad de Ciencias de la Educación de la Universidad de Sevilla, constituido por tres profesores noveles junto con una profesora mentora, en el marco del programa de Formación de Noveles de dicha universidad. El Espacio Europeo de Educación Superior (EEES) plantea la necesidad de invertir tiempo y esfuerzo en el diseño y puesta en marcha de programas formativos dirigidos a la formación inicial del profesorado universitario, puesto que en los primeros años de experiencia en el ejercicio profesional es donde empieza a gestarse su propia identidad docente. Este estudio plantea como objetivo general detectar qué aspectos marcan la construcción de la identidad profesional del profesorado novel participante. Como metodología se utiliza los ciclos de supervisión clínica o ciclos de mejora. Los resultados nos permiten identificar cuatro dimensiones (emocional, social, didáctico-pedagógica, e institucional-administrativas) que configuran la construcción de la identidad profesional del profesorado novel. La dimensión emocional se convierte en trasversal a todas las demás, ya que las emociones derivadas de las sensaciones y percepciones que presenta el profesorado novel ante los retos y dificultades que le rodean, parecen marcar profundamente su identidad docente. La metodología activa de los ciclos de supervisión clínica o ciclos de mejora, permite al profesorado novel tomar conciencia de las dimensiones y aspectos que configuran su desarrollo profesional. Esta toma de conciencia, es el primer paso para establecer propuestas o estrategias de mejora que ayuden a superar dificultades detectadas en el proceso de construcción y desarrollo de la identidad docente.</p><p><strong>ABSTRACT</strong></p><p><strong>The professional identity of young university lecturers.</strong></p><p>This article presents the experience of a teaching team, which is located in the Faculty of Education at the University of Seville. This team consists of three novice teachers and a teacher mentor, as part of the Training Program for Novice Teachers at this university. The European Higher Education Area (EHEA) noted the need to invest time and effort in the design and implementation of training programs aimed at initial teacher training college, because in the first years of experience in teaching practices is where they began to develop their own teaching identity. The general aim of this study is to detect which aspects made the construction of the professional identity of teachers who participated in the Program. The methodology used is clinical supervision cycles. The results allow us to identify four dimensions (emotional, social, educational-pedagogical, and institutional-administrative) that make up the construction of the professional identity of novice teachers. The emotional dimension becomes transversal to all others, since the emotions derived from sensations and perceptions present themselves to young university lecturers before the challenges and difficulties that surround them, seem to mark deeply the teacher identity. The active methodology of clinical supervision cycles allows novice teachers to become aware of aspects and dimensions that shape their professional development. This awareness is the first step in establishing improvement proposals or strategies to help overcome difficulties encountered in the process of construction and development of university professional identity.</p>
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Alonso Belmonte, Isabel. „Shaping Future Teachers’ Professional Identity: Student Teachers’ Views on Bilingual Education Programs in Spain“. Elia, Nr. 24 (2024): 15–42. https://doi.org/10.12795/elia.2024.i24.1.
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Student teachers are often excluded from discussions about educational programs that could significantly influence their professional development in the short or medium term. This study seeks to address this research gap by exploring the views of preprimary and primary teacher trainees regarding bilingual education programs (BEPs) in Spain. More specifically, the study aims at uncovering the underlying reasons shaping their viewpoints. For this purpose, 200 student teachers at the University Autónoma of Madrid (UAM) were surveyed and interviewed in 2021 and 2022. Data were analysed drawing on Grounded Theory. Findings reveal four distinct types of arguments which explain student teachers’ opinions regarding BEPs. Results also show how informants’ ways of understanding themselves as teachers condition their views and their perceived role within BEPs. Many student teachers view their future pedagogical responsibilities rigidly within their discipline of interest and criticise Content and Language Integrated Learning (CLIL) as an imposed methodology which will affect their teaching experience negatively. The results of this study suggest that the current initial teacher training programs offered by universities do not adequately address the professional requirements of the existing BEPs. Findings may have implications of different kinds for education authorities, university curriculum planners and teacher training programs.
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Wijaya, Albert I. Ketut Deni. „IDENTITAS SEORANG KATEKIS PROFESIONAL DEWASA INI“. JPAK: Jurnal Pendidikan Agama Katolik 19, Nr. 1 (13.04.2019): 15–27. http://dx.doi.org/10.34150/jpak.v19i1.225.
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The work of catechesis as a work of developing faith in Christ, of course requires a diverse range of catechists. The types of catechists can be distinguished by time to work, education, and various catechetical needs. This paper aims to explain the identity of a catechist. The discussion of catechist identity includes catechism, catechist spirituality, catechism in the mission of the Church and professional climate, the Holy Spirit in the mission of catechists.Catechists are required to continually develop themselves. The development covers aspects of spirituality, knowledge and skills.
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González Londra, Mª Fernanda. „LA IDENTIDAD PROFESIONAL DOCENTE EN ENTORNOS VIRTUALES: UNA PROPUESTA DE ANÁLISIS“. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, Nr. 1 (30.01.2017): 103. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.781.
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Abstract.In our work we have studied the construction of identity in a group of students. They are teachers who are doing their studies in virtual environments. We have studied the discoursive exchange in a forum -on the Moodle platform- in a course of Psychology and School (Portuguese Language Degree). This paper mainly introduce the analysis strategy that has been followed to study discourses exchanges . We performed three types of analysis. The first seeks to identify tematic content the Burkean pentad as organizar. The second and third were directed to identify the types and dynamics of exchange in the forum. The converging results of these analyzes suggest that the meaning of “being a teacher “ is dialogically constructed in discursive exchanges and focus on the teacher as an agent and as a mediator in the transmission of knowledge . Also appearing meanings about being good or bad teacher.Keywords: Professional Identity. Teacher Education. Virtual Training Environments.Resumen.En nuestro trabajo hemos estudiado la construcción identitaria que acontece durante la formación docente universitaria en entornos virtuales. Para ello investigado los intercambios discursivos de 32 alumnos y un tutor, en un foro de la plataforma Moodle en la asignatura de Psicología y Escuela, de la Licenciatura en Letras Portuguesas, en la UNB (Brasil). En esta ponencia presentaremos sobre todo la estrategia de análisis que se ha seguido para estudiar los intercambios. Realizamos tres tipos de análisis, el primero busca identificar los contenidos temáticos usando la péntada burkeana como organizador, los otros dos buscan situar los tipos y las dinámicas de los intercambios en el foro. Los resultados convergentes de estos análisis sugieren que los significados sobre “ser profesor” se construyen dialógicamente en los intercambios discursivos y se centran en el profesor como agente y como mediador en la transmisión de conocimientos. También aparecen significados sobre ser buen o mal profesor.Palabras-clave: Identidad Profesional. Formación Docente. Entornos Formativos Virtuales.
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Chuaqui Kettlun, Jorge Renan, Lorena Paola Bettancourt Ortega, Valentina Javiera Leal Román und Carlos Alberto Aguirre Gonzalez. „The Professional Identity of Nursing: A Qualitative Analysis of Nursing in Valparaiso (1933-2010)“. Aquichan 14, Nr. 1 (01.03.2014): 53–66. http://dx.doi.org/10.5294/aqui.2014.14.1.5.
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Objetivo: comprender la evolución de la identidad profesional de la enfermería en Valparaíso, Chile, en el periodo de 1933 hasta el 2010. Materiales y métodos: se trabajó con un diseño cualitativo complementado con análisis documental, apoyado por el software de análisis cualitativo Atlas TI. Se realizaron 17 entrevistas en profundidad a enfermeras que ejercieron la profesión en distintas épocas de la enfermería en Valparaíso, distribuidas en tres periodos que abarcan desde 1933 al 2010. Resultados: los datos muestran que la identidad de la enfermería ha ido variando desde un rol caracterizado por una vocación desinteresada de lo económico e interesada en la ayuda al otro de manera incondicional, a una nueva etapa en que perdura una vocación en el servicio aunque, esta vez, desde un servicio más profesionalizado y complejo. Conclusiones: esta investigación permite identificar que, al igual que las sociedades mo- dernas, la enfermería está caracterizada por un creciente individualismo y complejización de sus procesos, por la exacerbación de la responsabilidad personal y los múltiples quehaceres de estos/as estimulados por el desarrollo científico y académico de la profesión.
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FLORES VILCA, IVONNE VIRGINIA. „LA IDENTIDAD CULTURAL DE LOS PROFESORES Y LA PRÁCTICA PEDAGÓGICA EN EDUCACIÓN INICIAL: UNA REVISIÓN SISTEMÁTICA“. SCIENTIARVM 1, Nr. 1 (04.07.2015): 3–8. http://dx.doi.org/10.26696/sci.epg.0177.
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Este artículo busca analizar la literatura científica actual sobre la relación entre la identidad cultural de los profesores del nivel inicial y su enfoque pedagógico en el aula. Los profesores con una fuerte identidad cultural están más capacitados para crear un ambiente de aprendizaje inclusivo y participativo, son respetuosos de la diversidad cultural de sus estudiantes, se sienten valorados y aceptados, y desarrollan una identidad cultural positiva. Aunque el desarrollo de la identidad profesional está suficientemente atendido, es necesario incorporar prácticas tempranas y progresivas, con duración y contextos necesarios, orientadas a desarrollar la identidad cultural de los estudiantes de educación del nivel inicial desde su ingreso a las carreras de pedagogía para enriquecer el sustento del enfoque pedagógico que elijan en el aula. La formación docente y la cultura participativa del centro educativo son claves para favorecer la interacción familia-escuela que potencie la diversidad cultural desde las instancias educativas. Palabras clave: Identidad cultural, enfoque pedagógico, nivel inicial, diversidad cultural.
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Zenteno Huarachi, Juan Eleotz, Rio de Jesus Mamani Miranda und Sandro Colque Mamani. „Nuevas Tendencias de la Identidad Profesional“. Estudios y Perspectivas Revista Científica y Académica 4, Nr. 3 (29.07.2024): 439–53. http://dx.doi.org/10.61384/r.c.a..v4i3.410.
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En el contexto de un mundo laboral en constante cambio, este artículo científico examina las nuevas tendencias que están redefiniendo la identidad profesional en el siglo XXI. Basándonos en una amplia gama de fuentes bibliográficas y estudios empíricos, nuestro objetivo es analizar cómo estos cambios están moldeando las percepciones individuales y colectivas de lo que significa ser un profesional en la actualidad. Comenzamos nuestro análisis explorando la obra de Smith (2020), "Modern Professional Identity: New Theories and Practices", que proporciona un marco teórico integral para comprender la naturaleza cambiante de la identidad profesional. A partir de aquí, examinamos los artículos de revistas académicas, como el estudio de Johnson y Brown (2019) en el "Journal of Professional Development", que ofrece una perspectiva detallada sobre los desafíos y oportunidades que enfrentan los profesionales en el siglo XXI. Continuamos nuestro estudio mediante la revisión de estudios de caso, como el realizado por Davis (2021) sobre "Professional Identity in the Digital Age", que ilustra cómo la identidad profesional se está adaptando al entorno digital y tecnológico. Luego, exploramos fuentes electrónicas, como el artículo de Anderson (2022) sobre "The Future of Work and Professional Identity", que proporciona una visión prospectiva de las tendencias emergentes que están dando forma al futuro del trabajo. Además, examinamos las tesis y disertaciones, como la de Lee (2020) sobre "The Role of Cultural Factors in Shaping Professional Identities", que profundizan en la influencia de factores culturales en la formación de la identidad profesional. Finalmente, analizamos las conferencias y ponencias, como la presentada por Martin (2019) en la "Conference on Career Development", que arrojan luz sobre los debates en curso en el ámbito profesional. Nuestro análisis revela que la identidad profesional está siendo influenciada por una variedad de factores, incluida la globalización, la tecnología, la diversidad y la automatización. Concluimos que comprender estas tendencias es crucial para adaptarse y prosperar en un entorno laboral en constante evolución. Nuestro artículo contribuye al entendimiento y la reflexión sobre este tema crucial, ofreciendo insights valiosos para investigadores, profesionales y líderes organizacionales interesados en comprender y abordar los cambios en el mundo laboral contemporáneo.
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González Viveros, María Constanza, Ana Lucía Jaramillo Sierra und Elvia Vargas Trujillo. „Reconfiguraciones identitarias en madres proveedoras cuando los padres son los principales cuidadores de sus hijas e hijos“. Investigación & Desarrollo 32, Nr. 1 (08.02.2024): 221–50. http://dx.doi.org/10.14482/indes.32.01.407.735.
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Se presentan los resultados de los procesos de reconfiguración identitaria de las mujeres de siete parejas heterosexuales en las cuales ellas son las principales proveedoras económicas del hogar y ellos son los principales cuidadores de sus hijos. Los resultados de esta investigación cualitativa mostraron que esta distribución de roles alternativa les permite generar unas narrativas de sí mismas más equitativas, que les generan mayor bienestar. Esto, en tanto les posibilita continuar su desarrollo profesional en el contexto de sus proyectos vitales, experimentar la maternidad desde el gozo y no desde la culpa, y valorar el rol de sus parejas como principales cuidadores. No obstante, estas identidades se ven coartadas cuando las mujeres interiorizan algunas normas de género presentes en la cultura. Se discuten las implicaciones de los resultados en el desarrollo de iniciativas de promoción de la equidad de género.
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Gunawan, Muhammad Wildan. „Visual Identity untuk Gong Production Malang“. Jurnal Desain Komunikasi Visual Asia 6, Nr. 02 (19.08.2022): 58. http://dx.doi.org/10.32815/jeskovsia.v6i02.708.
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Di tengah hiruk pikuk masyarakat masa kini, menyelenggarakan dan mengurusi suatu acara merupakan sebuah pekerjaan yang sangat melelahkan. Tidak semua orang mampu mengorganisir maupun mengurusi acaranya sendiri, sehingga muncullah sebuah jasa event organizer sebagai solusi. Namun jasa event organizer juga semakin marak sehingga diperlukan sebuah identitas sebagai pembeda agar dapat dikenal oleh masyarakat. Salah satunya yaitu visual identity. Gong Production Malang sebagai salah satu lembaga yang baru membuka jasa event organizer dari sebuah sanggar tari memerlukan sebuah visual identity. Visual identity yang dirancang antara lain yaitu logo, stationery kit, media publikasi berupa banner, x-banner dan Feed Instagram, kaos seragam serta aksesoris gantungan kunci. Selain sebagai pembeda, adanya visual identity juga membuat Gong production Malang terlihat profesional dan dapat dilirik oleh orang yang dibuktikan dari hasil pengujian yang menunjukkan angka 82,58% atau tingkat keberhasilan yang cukup baik.
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Ferreira, Ericka Caminha, Luiz Carlos Santiago, Priscila Sanchez Bosco und Bianca Cristina Marques Gindre da Silva. „Autonomy and Professional Identity: dichotomies in the space of the prenatal nursing“. Revista de Enfermagem UFPE on line 4, Nr. 3 (30.06.2010): 1341. http://dx.doi.org/10.5205/reuol.523-8481-1-le.0403201001.
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ABSTRACTObjectives: to identify the discourse of primary care nurses, their perception of the Nursing Consultation in prenatal care, examine the speeches from the nurses of Primary, weaknesses and potential of the Nursing Consultation in prenatal care. Method: this is a descriptive study from qualitative approach, using the technique of semi-structures interviews, according to Resolution 196/96 of the National Health Council. The study was developed in units of the City Health Department, after approval by the Committee of Ethics and Research of the Department of Health and Civil Defense, with protocol 263/08. Compounding the Coordinator of Health Program Area 3.1 (CAP) of the municipality of Rio de Janeiro. The study subjects were 22 nurses working in CAP 3.1.. Results: self and Identity category: dichotomies in the professional space, explained that the nurses refer to the comprehensive evaluation of prenatal low-risk as an achievement in professional practice, granting autonomy in their work and watch. However, the study highlighted the difficulty that professional development of their professional identity, emerging differences in the construction of its own role. Conclusion: Considering the difficulties and challenges currently faced by the profession for his claim among the area health service to discuss and demarcation of professional identity of nurses. Descriptors: professional autonomy; consultation; nursing maternal child.RESUMOObjetivos: identificar nos discursos das enfermeiras da Atenção Primária, sua percepção acerca da Consulta de Enfermagem no pré-natal; analisar a partir dos discursos das enfermeiras da Atenção Primária, as deficiências e as potencialidades da Consulta de Enfermagem no pré-natal. Método: pesquisa qualitativa com caráter descritivo, utilizando a técnica de entrevistas semi-estruturadas, mediante Termo de Consentimento Livre e Esclarecido, conforme Resolução 196/96 do Conselho Nacional de Saúde, que regulamenta a pesquisa em Seres Humanos. O estudo foi desenvolvido em Unidades da Secretaria Municipal de Saúde, após aprovação pelo Comitê de Ética e Pesquisa da Secretaria Municipal de Saúde e Defesa Civil, com o protocolo de pesquisa nº 263/08. Compondo a Coordenaria de Saúde da Área Programática 3.1 (CAP), do município do Rio de Janeiro. Os sujeitos da pesquisa foram 22 enfermeiros que atuam na CAP 3.1. Resultados: a categoria Autonomia e identidade: dicotomias no espaço profissional elucidou que os enfermeiros referenciam o acompanhamento integral do Pré-natal de baixo risco como uma conquista na prática profissional, conferindo autonomia no seu fazer e assistir. Contudo, o estudo evidenciou a dificuldade desse profissional no desenvolvimento de sua identidade profissional, emergindo divergências na construção do seu papel próprio. Conclusão: considerando as dificuldades e os desafios atuais enfrentadas pela profissão para sua afirmação dentre a área da saúde, é imprescindível a discussão e demarcação da identidade profissional desse enfermeiro. Descritores: autonomia profissional; consulta; enfermagem materno-infantil.RESUMEN Objetivos: identificar el discurso de las enfermeras de atención primaria, su percepción de la Consulta de Enfermería en los cuidados prenatales, examinar los discursos de las enfermeras de los puntos débiles primaria, y el potencial de la Consulta de Enfermería en la atención prenatal. Método: Investigación cualitativa com um carácter descriptivo, mediante lá técnica de entrevistas semi- estructuradas, mediante escrito de Consebtimiento, de acuerdo a La Resolución 196/96 del Consejo Nacional de Salud, que regula La investigación em seres humanos. El estudio se llevó a cabo en unidades del Departamento de Salud de la Ciudad, tras su aprobación por la Ética e Investigación del Departamento de Salud y Defensa Civil, con el n º 263/08 protocolo de la investigación. Tuvo en su composición el Coordinador del Programa de Salud de Área 3.1 (CAP) del municipio de Río de Janeiro. Los sujetos del estudio fueron 22 enfermeros que trabajan en la CAP 3.1. Resultados: auto y la categoría de identidad: las dicotomías en el espacio profesional, explicó que las enfermeras se refieren a la evaluación global de riesgo prenatal de bajo como un logro en la práctica profesional, la autonomía en su trabajo y reloj. Sin embargo, el estudio puso de relieve la dificultad de que el desarrollo profesional de su identidad profesional, las diferencias que surgen en la construcción de su propio papel. Conclusión: teniendo en cuenta las dificultades y desafíos que enfrenta actualmente la profesión de su reclamación entre los servicios de salud del área, para discutir y demarcación de la identidad profesional de las enfermeras. Descriptores: profesional autonomia; consulta; enfermería madre niño.
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Missye, Missye, und Chandra Hosen. „Pengaruh Profesional Identity pada Turnover Intention dengan Employee Enggagement dan Job Satisfaction sebagai Variabel Mediasi“. Business Management Journal 20, Nr. 1 (06.03.2024): 33. http://dx.doi.org/10.30813/bmj.v20i1.5198.
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<p><em> </em><em>The high level of employee turnover intention is an important problem for companies. Companies to make efforts to increase job satisfaction and employee engagement in their work, so that it will have an impact on reducing turnover intentions. Research was conducted on employees to analyze the influence of professional identity on turnover intention with employee engagement and job satisfaction as mediation. This research uses a quantitative approach using a questionnaire filled out by 42 respondents who work at company.. techniques </em><em>probability sampling</em><em> with simple random sampling. The results show that professional identity, job satisfaction and work engagement have a negative influence on turnover intention. </em>Meanwhile, professional identity has a positive effect on employee engagement and job satisfaction. <em>Job satisfaction and employee engagement are able to mediate the influence of professional identity on turnover intention. In an effort to minimize employees turnover intention , companies need to improve their professional identity, which can have an impact on employee engagement and employee job satisfaction which will have the effect of lowering turnover intention.</em></p>
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Alawiyah, Desi, Hayatul Khairul Rahmat und Syahti Pernanda. „MENEMUKENALI KONSEP ETIKA DAN SIKAP KONSELOR PROFESIONAL DALAM BIMBINGAN DAN KONSELING“. Jurnal Mimbar: Media Intelektual Muslim dan Bimbingan Rohani 6, Nr. 2 (23.11.2020): 84–101. http://dx.doi.org/10.47435/mimbar.v6i2.457.
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The complexity of the problems faced by students today, of course, is followed by the endurance of the individual both physically and psychologically. Therefore, a counselor should have sufficient insight, knowledge, skills, values, and attitudes in carrying out guidance and counseling services for all types of diversity in order to create a professional counselor. Therefore, this paper tries to identify the ethical concepts and attitudes of professional counselors in guidance and counseling so that later professional counselors are formed in terms of ethics, attitudes, and personal qualities of the counselors. This writing uses a literature study approach and content analysis techniques. The findings in this paper are (1) the counselor's professional ethics are the rules of behavior that become a reference for the counselor in carrying out his duties or responsibilities in providing guidance and counseling services to the counselee; (2) the counselor's professional attitude includes being responsible, caring about professional identity and professional development, having an awareness of commitment, being skilled at using special techniques developed on the basis of broad insights and scientific principles, understanding and managing personal and professional strengths and limitations. and maintaining objectivity and maintaining the counselee's problems, and (3) the efforts made by the counselor in developing his professional attitude and ethics, namely by developing attitudes during pre-service education and developing attitudes during his tenure
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Rodríguez Gámez, Gabriela Irene, und Agustín Tristán-López. „Certificación profesional, el caso de México“. EDUCA. Revista Internacional para la calidad educativa 5, Nr. 1 (01.01.2025): 1–29. https://doi.org/10.55040/educa.v5i1.125.
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Professional certification is a social right to receive services with quality and safety; however, in Mexico, most professions do not have a legal obligation to be certified, which presents an opportunity for the different actors in education. This work presents a framework on certification in Mexico, along with experiences in various professional fields. A review was carried out from the 90s of the 20th century to the present in the national context in comparison with international experiences around certification. The experience shows the importance to define a framework grounded on competencies setting the specifications linked to professional reality. It is possible to identify the differences between certification of occupational skills and professional certification, because they need specific certification models and represent different advantages for society. It is important to demonstrate that professionals need to update and certify their competencies in order to have positive repercussions in all areas of his performance.
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Chuco Aguilar, Victoria Judith. „Deconstruyendo el Síndrome de la Abeja Reina: Teoría de la identidad social y liderazgo femenino en el ámbito organizacional“. Iberoamerican Business Journal 8, Nr. 1 (31.07.2024): 39–60. http://dx.doi.org/10.22451/5817.ibj2024.vol8.1.11087.
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Introducción: El Síndrome de la Abeja Reina, un fenómeno en el que las mujeres que ocupan puestos de liderazgo inhiben el avance de otras mujeres, supone un reto importante en la búsqueda de la igualdad de género en el lugar de trabajo. Objetivo: Este estudio pretende explorar el Síndrome de la Abeja Reina dentro del marco de la teoría de la identidad social en el marco del comportamiento organizacional. Métodos: Se realizó una búsqueda bibliográfica exhaustiva utilizando términos clave como "Síndrome de la Abeja Reina", "desigualdad de género", "teoría de la identidad social" y "comportamiento organizacional" en varias bases de datos. Resultados: La revisión identifica que el Síndrome de la Abeja Reina exacerba las disparidades de género y contribuye a un ambiente de trabajo tóxico al reforzar los prejuicios de género y obstaculizar el avance profesional de las mujeres. Las raíces del síndrome se encuentran a menudo en la interiorización de atributos de liderazgo masculinizados y en prejuicios sociales que favorecen la dominación masculina. Conclusiones: Para abordar el Síndrome de la Abeja Reina se requiere un enfoque polifacético, que incluya garantizar una representación equilibrada de hombres y mujeres, promover modelos de conducta positivos e incorporar principios de igualdad en las políticas organizativas para fomentar un entorno más integrador y propicio para las mujeres.
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Bolívar, Antonio, und Maximiliano Ritacco. „Impacto del modelo español de dirección escolar en la identidad profesional los líderes escolares“. education policy analysis archives 24 (28.11.2016): 119. http://dx.doi.org/10.14507/epaa.24.2512.
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Spain presents a unique school management model: a teacher chosen by his own workmates (teachers) exercises the management of the school, and after this term of management (4-8 years), returns to the teacher staff. Such an itinerary of “back and forth” presents a series of duplications in identity: manager or leader; representative of the Administration and/or teaching colleagues; accountability agent and/or pedagogical agent; etc. This paper reviews the literature on management identity, especially under the ISSPP (International Successful School Principals Project), as well as the characteristics of the Spanish management model. Methodologically, from a biographical-narrative perspective, the study looks to understand the impact of the Spanish model of school management upon the identity of the principals through content analysis of the testimony of 15 school principals (in depth interviews). As a result of the data categorization process, a group of categories emerged: Personal identity; Professional identity (internal perspective); Professional identity (external perspective); Social identity; Professionalization; [and] Double identity – that reference those dimensions of the school principals’ identity impacted by the Spanish school management model. Finally, fragments and excerpts extracted from the interviewed testimonies are used in order to advance in the narrative and interpretative construction of the study (grounded theory).
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Ainiyah, Nur. „Identitas Diri dan Makna Guru Profesional sebagai Komunikator Pendidikan (Perspektif Fenomenologis)“. Jurnal Pendidikan Islam Indonesia 1, Nr. 1 (02.10.2016): 1–20. http://dx.doi.org/10.35316/jpii.v1i1.32.
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In communications education, teaching and learning process is a process of communication that puts the teacher as a communicator or message source education. A communicator of education is required to have professional skills review which is known with academic competence. So the teacher said as a professional teacher if have pedagogic competence, competence personality, social competence and professional competence. Besides the social reality a teacher could must maintain status and role of social by a good attitude and action, teaching profession because in different employees generally. Employees other than teachers, when it had been completed the responsibilities of work in the office can home without Having to act and act like in the office when you're hearts social environment. A teacher with identity he always keeping good temperament in the social environment of the school and environment place he worked. Of course this is a long process in the construction of identity a teacher, teaching experience, time and the decade has passed an externalization process of internalization and its importance on identity that brought. Thus meaning the identity of the teacher to make as a source of Inspiration in school life and social life. And this certainly is correlated with him self as a communicator from the education to make him self not only as a communicator from the education not only as the Source of message but someone (a teacher) that has credibility communicator namely traffic rhetoric, listeners which is good, persuasive, performance keeping, audience analysis, language keeping the body language and use media right so that the process of communication education he becoming the credible communicator.
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Warastiko, Christmas, und Sapti H. Widiyarti. „RANCANG BANGUN DAN VALIDASI LEMBAR KAJI IDENTITAS PROFESIONAL PERAWAT ISLAM INDONESIA“. Jurnal Skolastik Keperawatan 2, Nr. 2 (08.12.2016): 111. http://dx.doi.org/10.35974/jsk.v2i2.553.
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ABSTRAK Indonesia dikenal dengan negara yang memiliki beragam suku, budaya, dan bahasa. Pada tahun 2010, data jumlah penduduk Indonesia yang paling terakhir menyatakan jumlah penduduk Indonesia sebesar 237,56 juta jiwa dengan 85.1% nya beragama Islam dan 288.405 penduduknya berprofesi sebagai seorang perawat. Pemahaman perawat tentang keperawatan transkultural saat ini sangatlah dibutuhkan. Agama, salah satu dari tujuh faktor yang menurut Leininger memiliki andil besar dalam mempengaruhi perilaku dan sikap para perawat maupun para klien. Simanjuntak (2011) berdasarkan studi kualitatif mengutarakan 13 karakteristik yang perlu di validasi sebagai karakteristik dari perawat Islam saat melakukan perawatan kepada klien. Penelitian ini dilakukan untuk memvalidasi butir-butir gambaran identitas profesional perawat Islam Indonesia melalui rancang bangun dari lembar kaji. Desain dalam penelitian ini adalah validasi kuesioner terhadap faktor rancang bangun, dimensi dan construct validity. Penelitian ini dilakukan dengan melakukan pilot study terlebih dahulu di Rumah Sakit Cibabat dan Rumah Sakit Imanuel dengan kemudian meminta responden untuk mengisi kuesioner serta memberikan komentar terhadap setiap butir-butir pernyataan, Data aktual berasal dari Rumah Sakit Santosa Bandung, Rumah Sakit Meilia Cibubur, dan Rumah Sakit Umum Daerah Koja Jakarta dengan cara meminta responden untuk mengisi kuesioner. Sampel dipilih dengan menggunakan metode snowballing kepada perawat Islam Indonesia yang bekerja di Bandung dan Jakarta. Data dianalisa dengan Cronbach α, didapatkan hasil pada uji validitas terhadap 13 karakteristik identitas profesional perawat Islam Indonesia masing-masing memiliki nilai Cronbach α >0,70. Hasil penelitian ini menyarankan agar perawat Islam Indonesia dapat menjadi perawat yang profesional dalam mengkaji diri agar dapat menuju keperawatan lintas budaya yang berkompetensi.  Kata Kunci: Validasi, Identitas Profesional, Perawat Islam Indonesia.  ABSTRACT Indonesia is known as a country with diverse in ethnic, cultural, and dialect. The population of Indonesian as declared in 2010 is 237.56 million, with 85.1% of them are Muslims and 288.405 people work as nurses. Religion is one of the seven factors that according Leininger determined the behavior and attitudes of nurses and clients. Therefore, understanding of transcultural nursing is imperatively necessary. In a qualitative study, Simanjuntak (2011) states 13 characteristics of Indonesian Islam nurse professional identity need to be validated. This study conducted to validate the grains picture of Indonesian Islam nurses professional identity through the design of identity assessment tool. This study validates the identity assessment tool, its design, dimensions and the construct validity. Pilot study was done in the Cibabat Hospital and Immanuel Hospital, and the actual data were collected from Santosa Bandung Hospital, Meilia Cibubur Hospital, and the Koja General Hospital in Jakarta. Samples were selected using snow-ball method among Islam nurses who work in Bandung and Jakarta. The result obtained on the validity of the 13 characteristics of professional identity of Indonesian Islam professional nurses with the value of Cronbach α> 0.70. The results of this study suggest that Indonesian Islam nurses can become a professional nurse in assessing themselves in order to lead a cross-cultural nursing competence. Keywords: Validation, Professional Identity, Indonesian Islam Nurses.
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Alhan, Khusni, Agung Gustaman und Mahamadaree Waeno. „Analisis Diskriminan Kompetensi Profesional Guru Sekolah Dasar Islam Terpadu“. Thawalib: Jurnal Kependidikan Islam 5, Nr. 1 (05.04.2024): 67–78. http://dx.doi.org/10.54150/thawalib.v5i1.303.
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The purpose of this study was to determine the factors that differentiate teachers' competencies. This research used a quantitative method with a survey approach. The population of this study was 99 teachers from Nurul Iman Integrated Islamic Elementary School and Al-Azhar Jaka Permai Islamic Elementary School. The statistical analysis used was multiple regression analysis and residual test for moderating variables. The results showed that there are 4 variables that significantly (p = 0.05) can demonstrate differences in teachers' professional competencies, namely: interactivity and mastery of student development are the most dominant variables that can identify differences in teacher competencies, as seen in the canonical correlation coefficient of 0.609, which when squared becomes (0.609)² = 0.370, meaning that 37% of the variation in teacher professional competency variables is explained by discriminant variables, namely interactive and understanding student development variables that can identify differences in teacher competencies through the test (Wilk’s Lambda = 0.629; Chi-square = 11.360 and p = 0.000); Discriminant function equation: Z = -.002 + 0.379 X3.2 - 0.240 X4.2.
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Guerra Bilbao, Nagore, und Clemente Lobato Fraile. „¿CON QUÉ MOTIVACIONES Y EXPECTATIVAS SE ACERCAN LOS FUTUROS MAESTROS A LA PROFESIÓN EDUCATIVA?“ International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, Nr. 1 (11.06.2016): 331. http://dx.doi.org/10.17060/ijodaep.2015.n1.v1.80.
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ResumenEn la perspectiva de la identidad profesional docente, este estudio se plantea explorar los factores que influyen en su construcción. El objetivo es determinar los principales factores como la motivación, interés y expectativas que los estudiantes declaran tener al iniciar los estudios de la titulación de Magisterio. El marco metodológico se sitúa tanto en el enfoque cuantitativo, como el cualitativo, que permite contrastar e integrar los análisis obtenidos. Finalmente, nos ha permitido concluir que los estudiantes de magisterio se mueven por una serie de motivaciones y expectativas que tienen que ver fundamentalmente con el altruismo vocacional y el prestigio social y la calidad de vida que en estos momentos estiman ofrece la profesión docente. AbstractIn the perspective of teacher professional identity, this study attempts to explore the factors that influence its construction. The objective is to identify key factors such as motivation, interest and expectations of students report having to initiate studies of the degree of Education. The methodological framework lies in the approach both quantitative and qualitative, that permits to the analysis obtained. Finally, we have to conclude that student teachers move through a range of motivations and expectations that have to do mainly with vocational altruism and social prestige and quality of life now believe offers the teaching profession. Palabras clave: identidad profesional docente, motivación, expectativas, estudiantes de magisterio, universidad. Keywords: teacher professional identity, motivation, expectations, student teachers, university.
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Giraldo-Ortiz, John Jairo. „Reseña: The Identity of the Professional Interpreter. How Professional Identities Are Constructed in the Classroom“. Íkala 25, Nr. 2 (05.02.2020): 559–62. http://dx.doi.org/10.17533/udea.ikala.v25n02a13.
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El libro La identidad del intérprete profesional. Cómo se construyen las identidades profesionales en el aula es fruto de la tesis doctoral en lingüística educativa de Alan James Runcieman. Este libro presenta un trabajo de interés para formadores y estudiantes de interpretación, así como para investigadores tanto en formación de intérpretes como en narrativa. En general, se trata de una investigación dedicada a la formación profesional de los intérpretes llevada a cabo Departamento de Traducción e Interpretación de la Universidad de Bolonia, Italia. Y, en particular, se trata de un estudio aplicado a un grupo de estudiantes de primer año de carrera. Se basó en un enfoque etnográfico mediante la realización de entrevistas individuales y grupales semiestructuradas durante el primer año académico al igual que en observaciones detalladas sobre el terreno durante idéntico periodo de tiempo. El análisis de las entrevistas se enfocó en las narrativas de los estudiantes acerca de sus experiencias, recurriendo a un área relativamente nueva de la investigación narrativa conocida como investigación de “pequeños relatos”, es decir, aquellos relatos que emergen en un “diálogo interactivo”, que a menudo son de naturaleza fragmentaria y, a veces, co-construidos por personas con experiencias compartidas. En otras palabras, el foco se dio entonces en aquellos pequeños relatos que surgieron de las entrevistas a los estudiantes y cómo ellos revelaron su relación con la institución, su concepción de ideas acerca de convertirse en intérpretes y sus identidades sociales cambiantes en ese ambiente.
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GORAȘ, Mariana. „Professional adaptation - a prerequisite for success for beginning teaching staff“. Univers Pedagogic 80, Nr. 4 (Dezember 2023): 70–78. http://dx.doi.org/10.52387/1811-5470.2023.4.10.
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In this article, we analyze some ideas that reveal the need to optimize the adaptation process of beginning teachers in order to make the context more efficient in all aspects of education. In the conditions of the development of the educational system, the need to modernize schools increases: through sufficient endowment with school equipment, collaboration with external and internal educational partners, assurance with of professional human resources, integration and competition in professional activity. All of macro in the general issue of education, which influences the way of professional adaptation of beginning teachers. We support the idea that, especially at the beginning of their career, teachers need support not only from the state institutions, but also from the entire society, which has the functional context, for the professional development of beginning teachers, through assistance and mentoring in the adaptation professional and in the development of professional identity.
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Maquera-Maquera, Yanet Amanda, Saúl Bermejo-Paredes, Erika Olivera Condori, Rogelio Domingo Cahuana Tapia, Yony Martín Pino Vanegas, Efrain Humberto Yupanqui Pino, Silo Nahun Chuquicallata Paricahua und Henry Mark Vilca Apaza. „Intrincada construcción de identidad profesional y relaciones de poder: percepciones en docentes universitarios de Educación Física (Intricate construction of professional identity and power relations: perceptions in university Physical Education teachers)“. Retos 55 (10.05.2024): 946–56. http://dx.doi.org/10.47197/retos.v55.106815.
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Physical Education (PE) teachers, faced with the demands of a complex and changing society, warn that they are being placed before the educational system, as one of the main responsible for the crisis that university education is going through, events that disrupt the sense of professional identity forged during years of initial and in-service training. Aim. Understand the construction of representations of professional identity in a context of intersubjective positions of power based on interactive/reflective discourses among university PE teachers. Method. Qualitative, inductive, open coding, dynamic and interactive with support in Atlas.ti 8, for data analysis. Results. It is not possible to identify constructs-perceptions of professional identity, detached from a network, a field of very subtle arrangements and dissents that define positions, alliances, oppositions and intersubjective power relations among university PE teachers; Teachers go through tortuous experiences that prevent them from building their own identity; what exists is an attributed and pre-established identity; They associate their identity with “should be”, regulated-supervised by institutional-normative management and with ways of responding to the expectations and interests of others. Conclusion. In the current university management model, the teacher, in addition to assuming an attributed identity, linked to structural positions of dominance-subordination, experiences certain external pressures to abdicate his vocation and professional training in favor of the idea of becoming a scientific and bureaucratic being. out of obligation. Institutional programs are needed to build university identity processes. Keywords: professional identity, university identity, university teaching, professional training, power relations, physical education teacher.
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Hasannah, Annis Watun, und Rudiyanto Rudiyanto. „Integritas Kepemimpinan Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru PAI“. Ideas: Jurnal Pendidikan, Sosial, dan Budaya 10, Nr. 1 (23.02.2024): 173. http://dx.doi.org/10.32884/ideas.v10i1.1670.
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The leadership behavior of a school principal who has an attitude of integrity is very much needed in an educational institution. So the aim of this research is to identify the integrity leadership attitude of school principals in improving the professional competence of Islamic Religious Education (PAI) teachers and identify obstacles to the leadership integrity attitude of school principals in improving the competency of Islamic Religious Education (PAI) teachers. The research method applied is a qualitative approach with descriptive research type. Data collection was carried out through interviews, observation and documentation. The research results show that the integrity leadership attitude of the principal at SD Plus Nurul Hikmah involves elements such as honesty, happiness in service, and commitment. Even though there are relatively minimal internal obstacles due to routine coaching and evaluation activities, there are external obstacles, especially from student parents who lack control over children's development at home.
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Solari Maccabelli, Mariana, und Irina Rasskin Gutman. „UNA PROPUESTA TEÓRICO-METODOLÓGICA PARA EL ESTUDIO DE LA IDENTIDAD PROFESIONAL EN CONTEXTOS EDUCATIVOS“. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, Nr. 1 (30.01.2017): 111. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.782.
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Abstract.The construction of professional identity is a phenomenon that has been gradually gaining more attention from the academic community in recent decades . Some authors reported the absence of a clear conceptualization of this construct as well as the lack of consistency between theoretical proposals and the methodology used to research it. As a consequence, the main goal of this paper is to present a theoretical and methodological proposal for the study of the configuration of professional identities in educational contexts. We will organize this communication into three main parts . In the first one, we will present the philosophical assumptions from which we approach the study of professional identity. Specifically, we will make explicit our ontological, epistemological and axiological assumptions. The second part of the paper will be dedicated to present a theoretical proposal on how to conceptualize professional identity, referring to the main theoretical frameworks and authors that underlie our work. To do this, we will enumerate and explain the key features that, from our theoretical approach, help us to define professional identity, in order to end up giving a definition of professional identity that collect and articulate all of them. The third part of the communication will be dedicated to propose a methodological approach for the study of professional identity in educational contexts. To do this, we will describe a possible methodological design, with special emphasis on the epistemological, ontological and theoretical assumptions in which we rely to take the methodological decisions.Key Words: professional identity, qualitative methodology, philosophical assumptionsResumen.La construcción de la identidad profesional es un fenómeno que ha ido cobrando progresivamente mayor atención por parte de la comunidad académica, en las últimas décadas. Algunos autores denuncian la ausencia de una clara conceptualización de este constructo, así como la falta de coherencia entre las propuestas teóricas y la metodología que se utiliza para investigarla. Ante esta situación, la presente comunicación tiene como objetivo general presentar una propuesta teórica y metodológica para el estudio de la configuración de identidades profesionales en contextos educativos. Organizaremos la presente comunicación en tres grandes partes. En la primera de ellas, presentaremos las asunciones filosóficas desde las cuales abordamos el estudio de la identidad profesional. En concreto, explicitaremos las asunciones ontológicas, epistemológicas y axiológicas que realizamos. La segunda parte del trabajo la dedicaremos a hacer una propuesta teórica sobre cómo conceptualizar la identidad profesional, haciendo referencia a los principales marcos teóricos y autores de los que bebemos y en los que nos apoyamos. Para ello, iremos enumerando y explicando las características fundamentales que, desde nuestro enfoque teórico, ayudan a conceptualizar la identidad profesional, con el objetivo de acabar dando una definición de identidad profesional que las recoja y articule. La tercera parte de la comunicación la dedicaremos a presentar una propuesta metodológica para el estudio de la identidad profesional en contextos educativos. Para ello, iremos describiendo un posible diseño metodológico, poniendo especial énfasis en las asunciones epistemológicas, ontológicas y teóricas en las que nos apoyamos para tomar las sucesivas opciones relativas al método.Palabras clave: identidad profesional, metodología cualitativa, asunciones filosóficas
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Ramadhan, Dafa Alfaryaby, und M. Tony Nawawi. „Analisis Pengaruh Professional Identity Dan Work Engagement Terhadap Turnover Intention Pada Agen Asuransi Allianz Life Indonesia Generasi Milenial Yang Di Mediasi Oleh Job Satisfaction“. Jurnal Manajerial Dan Kewirausahaan 3, Nr. 2 (08.04.2021): 327. http://dx.doi.org/10.24912/jmk.v3i2.11876.
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The purpose of this study was to analyze the influence of Professional Identity, Job Involvement, Job Satisfaction, and Employee Turnover. This sample collection is done using a non-probability method using purposive sampling technique. The sample of this study is the millennial generation insurance agent in the company Allianz Life Indonesia with a total of 100 respondents. Data were analyzed using the PLS-SEM method with the SmartPLS 3.0 application. The results of this study indicate that Professional Identity is significant and has a positive effect on Job Satisfaction, Job Involvement is significant and has a positive effect on Job Satisfaction, Job Satisfaction is not significant and has a negative effect on Employee Turnover. Professional Identity is not significant and has a negative effect on Employee Turnover, Employee Engagement is not significant and has a negative effect on Employee Turnover. Professional Identity is not significant and has a negative effect on Employee Turnover through Job Satisfaction, and Employee Engagement is not significant and has a negative effect on Employee Turnover through Job Satisfaction. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh Identitas Profesional, Keterlibatan Kerja, Kepuasan Kerja, dan Pergantian Karyawan. Pengumpulan sampel ini di lakukan dengan menggunakan metode non-probability dengan menggunakan teknik purposive sampling. Sampel dari penelitian ini adalah agen asuransi generasi milenial dalam company Allianz Life Indonesia dengan total 100 responden. Data dianalisis menggunakan metode PLSSEM dengan aplikasi SmartPLS 3.0. Hasil penelitian ini menunjukan bahwa Identitas Profesional signifikan dan berpengaruh positif terhadap Kepuasan Kerja, Keterlibatan Kerja signifikan dan berpengaruh positif terhadap Kepuasan Kerja, Kepuasan Kerja tidak signifikan dan berpengaruh negatif terhadap Pergantian Karyawan. Identitas Profesional tidak signifikan dan berpengaruh negatif terhadap Pergantian Karyawan, Keterlibatan Karyawan tidak signifikan dan berpengaruh negatif terhadap Pergantian Karyawan. Identitas Profesional tidak signifikan dan berpengaruh negatif terhadap Pergantian Karyawan melalui Kepuasan Kerja, dan Keterlibatan Karyawan tidak signifikan dan berpengaruh negatif terhadap Pergantian Karyawan melalui Kepuasan Kerja.
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Vives Varela, Tania, und Daniela Hazel Salazar Hernández. „La tutoría como un factor influyente en la identidad profesional del alumno de pregrado de medicina“. Revista de la Facultad de Medicina 66, Nr. 3 (10.05.2023): 40–50. http://dx.doi.org/10.22201/fm.24484865e.2023.66.3.06.
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Introduction: the formation of the medical professional identity is achieved in stages during which the characteristics, values and norms of the medical profession are internalized, which results in the individual thinking, acting and feeling like a doctor. Tutors in medicine should clarify and encourage the principles within study programs and learning environments in order to support the formation of the professional identity of their students. Objective: the purpose of this paper is to reveal the participation of medical tutoring as one of the most influential factors that contribute to the development of the professional identity of medical students, as well as to give some guidelines so that the training of tutors. It contemplates tools that allow them to contribute to the positive and valued construction of the professional identity of the students. Keywords: Professional identity; student; tutoring; teaching; medicine
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Albar, Seifi Yusila, Arya Pageh Wibawa und I. Gusti Ngurah Wirawan. „PERANCANGAN BRAND IDENTITY ADRISTHA TOUR & TRAVEL DI BADROOM STUDIO DENPASAR“. AMARASI: JURNAL DESAIN KOMUNIKASI VISUAL 5, Nr. 02 (24.07.2024): 209–18. http://dx.doi.org/10.59997/amarasi.v5i02.3918.
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Perancangan brand identity bagi Adristha Tour & Travel melalui kerjasama dengan Badroom Studio adalah sebuah upaya untuk menciptakan citra dan daya saing perusahaan di industri pariwisata yang kompetitif. Badroom Studio, yang didirikan pada tahun 2016 di Denpasar, Bali, telah dipercaya oleh masyarakat lokal maupun mancanegara untuk mengerjakan berbagai kebutuhan desain, terutama dalam hal branding, sehingga Adristha, sebagai perusahaan baru, mempercayakan pengerjaan brand identity mereka kepada Badroom Studio. Melalui program magang Merdeka Belajar Kampus Merdeka (MBKM), penulis berkesempatan untuk bekerja langsung dengan Badroom Studio. Penelitian ini menggunakan metode kualitatif melalui observasi dan diskusi dengan senior desainer grafis di Badroom Studio. Hasil dari perancangan ini adalah Visual brand identity yang mencerminkan visi, misi, dan citra Adristha sebagai perusahaan yang profesional dan dapat dipercaya. Elemen-elemen visual seperti logo, palet warna, dan tipografi dirancang dengan gaya yang clean dan corporate-related untuk meningkatkan kepercayaan pelanggan dan membedakan Adristha dari pesaingnya. Tujuan dari perancangan Visual brand identity ini memberikan dampak positif bagi Adristha Tour & Travel dalam memperkuat posisi mereka di industri pariwisata, meningkatkan awareness dan loyalitas pelanggan.
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Sabater Fernández, Carmen. „La mujer emprendedora: identidad profesionaly factores culturales de género = Female entrepreneurs: professional identity and cultural gender factors“. FEMERIS: Revista Multidisciplinar de Estudios de Género 3, Nr. 2 (01.08.2018): 55. http://dx.doi.org/10.20318/femeris.2018.4320.
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Resumen. En el presente artículo se analiza la identidad de la mujer emprendedora marcada por factores culturales como la conciliación de la vida familiar y laboral y la adscripción de factores psicológicos y de personalidad basados en rasgos expresivo comunales. Se destaca la diferencia cultural que sigue asignando a la mujer las principales tareas de cuidado doméstico y la proyección vital del emprendimiento femenino más orientado a compatibilizar los ámbitos personales y profesionales. Mediante un trabajo de campo basado en entrevistas en profundidad con 10 expertos y 20 mujeres emprendedoras de la Comunidad Autónoma de La Rioja, se demuestra cómo las propias mujeres exteriorizan el proceso del emprendimiento con rasgos comunes, más allá de las limitaciones, desde una perspectiva sintética de su rol de “persona” que busca su realización y gestiona su tiempo entre sus diferentes facetas vitales.Palabras clave: emprendimiento, mujer emprendedora, identidad femenina, sexismo, género.Abstract. This article analyses the identity of female entrepreneurs marked by cultural factors such as balancing work and family life as well as psychological and personality factors based on common expressive features. There is still a great cultural difference that continues to appoint women as responsible for the main tasks of home care and the vital projection of female entrepreneurship more oriented to combine personal and professional fields. This fieldwork based on in-depht interviews with 10 experts and 20 women entrepreneurs from the region of La Rioja demonstrates how women themselves externalize the process of entrepreneurship with common features, far beyond limits, from a synthetic perspective of their role as “individuals” looking for personal fulfilment and managing their own time in their different life aspects.Keywords: entrepreneurship, female entrepreneurs, female identity, sexism, gender.
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Muhajir, Ahmad, Muslimah Muslimah und Muzakki Muzakki. „KOMPETENSI PROFESIONAL GURU PAI DALAM MEMANFAATKAN GOOGLE CLASSROOM“. PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM 5, Nr. 1 (03.06.2022): 68–76. http://dx.doi.org/10.32699/paramurobi.v5i1.2416.
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The purpose of this study was to identify the professional competence of Islamic Education teachers in utilizing google classroom. Researchers used this type of library research by examining data from sources related to research problems in the form of textbooks, scientific journals, e-books, and sources related to the professional competence of Islamic Education teachers. The findings of the study show that a professional competent Islamic Education teacher must be able to master all kinds of things related to Islamic Education learning, both in terms of material, strategy, evaluation and being able to develop Islamic Education learning media. The professional competences that must be possessed by a teacher are pedagogical, social, personal and professional competencies. Meanwhile, to improve the ability of Islamic Education teachers in the field of technology can use learning media, for example by using the google classroom application. By utilizing these learning media, it is hoped that the teacher can develop PAI learning media that is not only done face-to-face but also online, so that it can have a good impact to strengthen the relationship between teacher and students.
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Rasyid, Rifat Rasendriya, Herlina Ineke Surjanne Wungouw und Siemona Lydia Eunike Berhimpon. „Hubungan Identitas Profesional dan Motivasi pada Mahasiswa Pendidikan Dokter Tahun Pertama di Fakultas Kedokteran Universitas Sam Ratulangi“. Jurnal Pendidikan Indonesia 6, Nr. 3 (25.03.2025): 1401–16. https://doi.org/10.59141/japendi.v6i3.7337.
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Background and Aims: Professional identity is the key to professionalism and a characteristic of health services. Having a good professional identity will be in line with the increase in patient safety and the formation of professional identity has been found to have a positive correlation with motivation. The highs and lows of motivation in students in learning can have an impact on the learning process and achievement results and are influenced by several factors such as age, gender, and the length of the gap year. Purpose: This study aims to determine the correlation between professional identity and motivation in first-year medical students at the Faculty of Medicine, Sam Ratulangi University. Methods: This research uses a quantitative method with analytic-observational studies with cross-sectional methods that are conducted on 236 first-year medical students at the Faculty of Medicine, Sam Ratulangi University, and are analyzed using Spearman Correlation to determine the bivariate correlation between professional identity and motivation. Result: A total of 210 of 236 subjects who met the eligibility criteria were included in this study. The majority of subjects (n=155, 73.8%) were female, the average age of the subjects was 18 years, and the duration of the gap year of subjects was 0 years (n=169, 80.5%). The professional identity of the majority of subjects was found good (n=195, 92.9%) and motivation was found to be high-moderate in the majority of subjects (x̄=55.9, Med=56). Bivariate tests were analyzed using Spearman correlation and obtained a value of rs = 0.503 (p<0.001).Conclusion: There is a positive and significant correlation between professional identity and motivation among first-year medical students in the Faculty of Medicine, Sam Ratulangi University.
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Gómez C., Sandra del Pilar, Uva Falla Ramírez, Ramiro Rodríguez und Juan Guillermo Velázquez. „REFLEXIÓN SOBRE LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL: el caso de la Politica Pública de Juventud“. Revista Políticas Públicas 20, Nr. 1 (21.07.2016): 273. http://dx.doi.org/10.18764/2178-2865.v20n1p273-288.
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Las políticas públicas constituyen un área de intervención que posibilita al Trabajo Social relacionar unos discursos y prácticas al tiempo que pone en tensión la identidad profesional. Este documento reflexiona sobre estas cuestiones, hace énfasis en la importancia que representa para los trabajadores sociales construir una identidad desde lo histórico, social, político y cultural. Enfatiza los escenarios de la práctica, en que el trabajador social converge con el otro y constituye sobre esta relación, nuevas formas de ser, de actuar, de conocer.Palabras-clave: Identidad profesional, Política Pública de Juventud, Discurso, Trabajo social.REFLECTION ON THE CONSTRUCTION OF PROFESSIONAL IDENTITY: the case of Public Policy of Youth Abstract: Public policies are an area of intervention that enables the social worker to relate some discourses and practices at the same time, put in tension, the professional identity. This document reflects on these issues, emphasizes the importance it represents for social workers build an identity from the historical, social, political and cultural. Emphasizes the practical scenarios, in which the social worker converges to the other, and is about this relationship, new ways of being, of acting, of knowing. Key words: Professional identity, Public Policy of youth, Speech, Social Service.
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Pontes, Alfonso, Leopoldo Ariza und Rosario Del Rey. „Identidad profesional docente en aspirantes a profesorado de enseñanza secundaria“. Psychology, Society, & Education 2, Nr. 2 (21.04.2017): 131. http://dx.doi.org/10.25115/psye.v2i2.440.
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Resumen: Dentro de la línea de investigación sobre el pensamiento de los docentes, en este trabajo se muestran los resultados de un estudio destinado a explorar las ideas y motivaciones de los futuros profesores de educación secundaria sobre la profesión docente y la formación pedagógica necesaria para ser profesor en esta etapa educativa. Mediante el Cuestionario sobre interés por la docencia y la formación inicial (Pontes, Ariza y Sánchez, 2010) se han explorado las opiniones de 353 alumnos y alumnas del curso de formación inicial para la docencia, que constituyen aproximadamente la cuarta parte de los estudiantes de la Universidad de Córdoba en los dos pasados cursos, es decir, los últimos que han cursado el CAP y los primeros que han realizado el Máster de Profesorado de Educación Secundaria. Entre los resultados se ha encontrado que los motivos de interés profesional por la docencia obedecen a diferentes causas y que están relacionados con distintas concepciones previas sobre la profesión y la formación docente. Los resultados obtenidos contribuyen al avance de la investigación sobre el desarrollo inicial de la identidad profesional docente entre los profesores y profesoras en formación y ofrecen claves para la mejora del proceso de formación inicial del profesorado de secundaria.Teaching professional identity of candidates for secondary school teachers Abstract: Within the line of investigation over teacher’s thinking, we show with this paper the results obtained from a research which aim was to explore the ideas and motivation of future secondary school teachers towards the teacher profession and the pedagogic training needed for being teacher in this educational stage. Through the Questionnaire about interest to teaching and initial training (Pontes, Ariza y Sánchez, 2010) we have explored the opinions of 353 students of the course of initial training for teachers, comprising a quarter of the students of the past two courses of the University of Cordoba and being the last students of the CAP and the first of the Master degree. Among the results we have found that professional interests towards teaching obey to different reasons and that these reasons are related to diverse prior conceptions about the teacher profession and its training. The results obtained contribute to the advance of the investigation about initial development of the teaching professional identity of training teachers and provide with some keys for the improvement of the initial training process of the secondary school teachers.
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Bellaguarda, Maria Lígia Dos Reis, Luciana Ramos Silveira, Maria Patrícia Locks Mesquita und Flávia Regina Souza Ramos. „Identidade da profissional enfermeira caracterizada numa revisão integrativa“. Enfermagem em Foco 2, Nr. 3 (19.08.2011): 180–83. http://dx.doi.org/10.21675/2357-707x.2011.v2.n3.130.
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Trata-se de uma revisão integrativa que buscou caracterizar como a identidade profissional da enfermeira está descrita na literatura. A metodologia compreendeu um levantamento bibliográfico na base Biblioteca Virtual em Saúde (BVS), incluindo artigos completos publicados de 2000 a 2010, dos quais foram identificados 140 artigos e selecionados 20. Os resultados apontam para uma caracterização identitária centrada no construído sócio-historicamente na enfermagem como profissão. A literatura revela possibilidades de clareza da identidade profissional a partir da consciência política e da transformação do ideário social.Descritores: Identidade, Enfermagem, Papel do Profissional de Enfermagem.Professional identity of the nurse characterized in an integrative reviewThat is an integrative review that aimed to characterize how professional identity of the nurse is described in the literature. The methodology consisted in bibliographic research on Virtual Library in Health (BVS in Portuguese), including complete articles published from 2000 to 2010, of which was identified 140 articles and selected 20 of them. The results pointed to an identity characterization centered on the built social-historical in nursing as a profession. Literature reveals possibilities of professional identity clarity from the political consciousness and transformation of social ideas.Descriptors: Identity, Nursing, Role of Nurse as Professional.Identidad de enfermeros profesionales caracterizada por una revisión integradoraSe trata de una revisión integradora que ha buscado caracterizar como la identidad profesional del enfermero/a está descrita en la literatura. La metodología comprendió una investigación bibliográfica en la base Biblioteca Virtual en Salud (BVS), incluyendo artículos completos publicados de 2000 hasta 2010, de los cuales fueron identificados 140 artículos y 20 seleccionados. Los resultados muestran una caracterización de identidad centrada en lo construido socio-históricamente en estudiar Enfermería como profesión. La literatura revela posibilidades de clareza de la identidad profesional a partir de la conciencia política e de la transformación del ideario social.Descritores: Identidad, Enfermería, Papel del Profesional de Enfermería.
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Castillo-Fuerman, Milagros, und Herbert Robles Mori. „Efecto de la asistencia técnica en el desempeño profesional“. Revista Investigación de Psicología, Nr. 26 (28.12.2021): 101–18. http://dx.doi.org/10.53287/mkfb8365en84z.
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The purpose of this research was to identify the advantages of technical assistance in continuous training processes and its effects on the performance of health professionals who care for children under 3 years of age in the Growth and Development Control (CRED). The research showed that by incorporating the Technical Assistance (TA) variable, continuous training programs are more efficient, that is, when capacities are strengthened in the field of professional action. The study design was quantitative, according to its depth it is explanatory of a quasi-experimental type, aimed at identifying the causal relationship or effect of technical assistance on professional performance, comparing an experimental group and a control group. The general results show significant differences, the experimental group, reaching an average of 51.67, while the control group only reached 26.53, applying the non-parametric Mann Whitney U test: p≤.01. Although continuous training generates progress in both groups, when incorporating the AT variable, a significant jump is evidenced compared to the control group, concluding that technical assistance improves the performance of the health personnel who attend to the CRED Control, strengthening and increasing their capabilities.
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Carretón-Ballester, Carmen, und Francisco Lorenzo-Sola. „Redefiniendo el perfil profesional de relaciones públicas“. Relaciones Públicas en tiempos del confinamiento 10, Nr. 19 (26.06.2020): 07–28. http://dx.doi.org/10.5783/rirp-19-2020-02-07-28.
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After analyzing the generic competences developed by the students in the Degree in Advertising and Public Relations in relation to the professional profiles that companies and institutions demand from the students in the curricular internship offers (Carretón and Lorenzo, 2016), the functions that the tutors of companies entrust to the students are described and they define the competences and professional profiles, making special emphasis in the field of public relations (Carretón and Lorenzo, 2018). In this context, through the analysis of content and the questionnaire, the aim is to describe whether there is a relationship between the tasks demanded by the companies and institutions, the preference of the students with regard to the tasks to be carried out and the profiles defined in the White Paper (2005). Despite the abundance of public relations tasks, the association with current professional profiles shows the great lack of knowledge about functions of a strategic and analytical nature. The results show some inconsistency between the tasks that the labour market demands from the students and the areas in which the students prefer to develop their profession, except for the explicit parallelism in the tasks of community manager and public relations. In addition, there is insufficient training in specific skills to prepare the PR professional, perhaps because of their misplacement at the operational levels (technical and tactical) and its conceptualization not strategic and analytical as international studies dictate. To the gap between the training received and the training requirements of the professionals who have been expressing different authors referenced, we must add some concerns far from the job opportunities. This thesis could explain the conceptual confusion, as well as its immature professionalization in Spain. The relationship reveals a necessary redefinition of professional profiles in public relations and communication, as well as an adaptation of skills in university training in public relations. With the current curriculum, this paper proposes three professional profiles at the Strategic Level: Director of Public Relations and Communication, Advertising Creative Director and 3. Director of Media Planning with the professional roles with mastery of techniques and tactics for their development at the Operational Level. However, internships define tasks but not define professional profiles and, in any case, it can help to identify the functional areas where to develop the assigned tasks. Based on this premise and, in our opinion, we consider it necessary to restructure the Study Plans where perhaps Public Relations should go it alone and with its own competences that respond to the needs of organizations, companies, society and contribute to their professionalization.
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Córdoba Jiménez, Txema. „La aventura de aprender: Relato autobiográfico del viaje a Ítaca de un docente reflexivo (The adventure of learning: An autobiographical story of a reflexive teacher about his journey to Ithaca)“. Retos, Nr. 28 (07.05.2015): 285–90. http://dx.doi.org/10.47197/retos.v0i28.35534.
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El objetivo de este artículo es describir el proceso de crecimiento de un maestro de Educación Física desde su formación inicial hasta su ejercicio como docente universitario, pasando por catorce años de experiencia profesional en escuelas públicas. Se pretende reflejar como las experiencias, las convicciones y los cambios de rumbo personales del educador contribuyen de manera simultánea y sinérgica al desarrollo de su identidad personal y profesional. La metodología que se ha empleado es el relato autobiográfico y como instrumento la historia de vida, que facilita la toma de consciencia y la reflexión de la práctica pedagógica. Como conclusión se pone de manifiesto la importancia de los procesos de formación permanente para el desarrollo profesional permitiendo al docente descubrir nueva maneras de ejercer una práctica profesional reflexiva coherente con su identidad personal.Abstract. The aim of this article is to describe the growth process of a Physical Education teacher from his beginning training to exercise as a university teacher, through fourteen years as a teacher of public schools. It tries to reflect how the experiences, beliefs and personal direction changes of the educator contribute simultaneously and synergistically to the development of his personal and professional identity. The methodology used is the autobiographical story and the instrument is life story, which facilitates become aware and reflexion of his own teaching practice. The results show the importance of lifelong learning processes for teacher professional development which allow them to discover new ways of doing a reflexive professional practice consistent with their personal identity.
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Refialy, Debbie Yohanna. „Profil Nabi Daniel sebagai Misionaris dan Relevansinya bagi Misi Kaum Profesional“. Jurnal Missio Cristo 4, Nr. 1 (24.11.2022): 1–15. http://dx.doi.org/10.58456/jmc.v4i1.11.
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Abstract: Israel is the nation which was chosen by God to be His people with a purpose that is through Israel, all nations in the world will be a blessing (Genesis 12:1-3). In the long history, Israel didn’t give good influence, but was contaminated with the living and religious pattern of the wicked nations around. The consequence that Israel got was the punishment from God which was the exile to Babylon. The prophet Daniel was one who existed in Babylon. The status as a captivity did not impede Daniel to show his identity as God’s people. Even though he had task as the state officer, but he still did his task as God’s witness and gave impact widely. So functionally, prophet Daniel showed his role as missionary in the land of captivity. Daniel’s deed can be an example for the professional to do God’s mission in each field.
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Oliva-Rota, Mercè. „Fame and Proffessional Success in «Operación Triunfo» and «Fama ¡a bailar!»“. Comunicar 20, Nr. 39 (01.10.2012): 185–92. http://dx.doi.org/10.3916/c39-2012-03-09.
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The main aim of this paper is to identify the values conveyed by «Operación Triunfo» and «Fama ¡a bailar!». Their popularity (especially among young people) and prescriptive nature (they convey life models by means of identifying problems and proposing objectives and solutions) make them relevant study objects. This paper focuses on how work and fame are depicted in «Operación Triunfo» and «Fama ¡a bailar!», two areas that have hardly been studied in Spain. In order to fulfil the objectives of this paper, these programmes were analysed using a methodology that combines narrative semiotics, audiovisual style and narrative form analysis, as well as ludology and game design theory. The analysis shows that these programmes depict professional success as personally and socioeconomically rewarding, although it is extremely difficult to achieve. To obtain this success, the contestants are transformed through education and celebritisation. Finally, in these programmes there is a conflict between talent and fame. This paper concludes that «Operación Triunfo» and «Fama ¡a bailar!» present fame as a life aspiration and also show the mechanisms used to produce it. The programmes depict modern society as meritocratic and evidence the importance of image in the modern workplace. Finally, they describe a «good worker» as someone passionate about their work, adaptable and capable of sacrificing his/her personal life.El presente artículo tiene como objetivo analizar los valores vehiculados por «Operación Triunfo» y «Fama ¡a bailar!». Su relevancia como objeto de estudio reside en su popularidad (especialmente entre los jóvenes) y su carácter prescriptivo (transmiten modelos de vida a partir de la identificación de problemas y la propuesta de objetivos y soluciones). Este artículo explora cómo representan el ámbito profesional y el concepto de la fama «Operación Triunfo» y «Fama ¡a bailar!», dos temas poco analizados hasta ahora en España. Para ello, se propone una metodología que combina la semiótica narrativa, el análisis de la enunciación audiovisual y el estudio de las reglas del concurso. El análisis revela que en estos programas se representan el éxito profesional como gratificante a nivel personal y socioeconómico, aunque también muy difícil de conseguir. Para alcanzarlo, los concursantes son transformados mediante el aprendizaje y la «celebritización». Finalmente, hay en estos programas una fuerte tensión entre el talento y la popularidad como formas de llegar al éxito. El artículo concluye que «Operación Triunfo» y «Fama ¡a bailar!» son programas que prescriben la fama como aspiración vital y reflexionan sobre su proceso de producción; transmiten una visión meritocrática de la sociedad actual; ponen en escena la importancia de la imagen en el entorno laboral y definen un buen profesional como alguien apasionado, maleable y capaz de sacrificar su vida personal.
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Sari, Gisilowati Dian Purnama, Agung Juliarto und Raharja Raharja. „EVALUASI KINERJA AKUNTAN PUBLIK: SKEPTISME PROFESIONAL DAN OUTCOME EFFECT (SEBUAH STUDI EKSPERIMENTAL)“. JURNAL AKUNTANSI DAN AUDITING 14, Nr. 2 (05.08.2018): 144. http://dx.doi.org/10.14710/jaa.14.2.144-171.
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Professional skepticism is a behavior that it is although encouraged by the profession does not always produce the same outcome (e.g., sometimes it leads to the identification of a misstatement and other times it may not). Highly skeptical auditors increase the likelihood that material misstatements are detected, which is important in promoting investor confidence and global financial stability. However, exercising skepticism may also come at a cost (e.g., budget overruns and potential conflicts with management). The failure to identify a material misstatement in the financial statements may result in restatements. Research on outcome effects suggests that auditor’s performance evaluation may be influenced more by the outcome of their skeptical behavior (i.e., whether or not a misstatement is found) than by whether they engaged in the appropriate level of skeptical behavior. This study aims to obtain new empirical evidence whether there is a difference between the auditor’s performance evaluation when a misstatement is found than when no misstatement is found. These studies further examine whether consultation during the process of exercising skepticism can alleviate the outcome effect bias.This is a experimental that research for a causal relationship between the dependent variabel and independent variable. Respondents in this study is the auditor who has experience doing supervision. Repondents were gethered in the seminar organized by IAPI and PPPK. Seminar was held on 2016 may 30th, in Semarang Quest Hotel. Testing of this reserch using indepent sample t-test and two way ANOVA.Finding of first experiment finds that the outcome of an investigation will affect auditors’ performance evaluations. There are significant differences of performance evaluations between staff who do not identify a misstatement versus staff who do identify a misstatement. This reserach also examine whether responses are significantly higher when a misstatement is found than when no misstatement is found. Futhermor result of this study reveal that consultation with the superior during the process of exercising skepticism effectively mitigate the outcome effects in auditor evaluations. The result of this study show that the evaluators did not effected the outcome effect in auditor’s performance evaluation.
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Sari, Gisilowati Dian Purnama, Agung Juliarto und Raharja Raharja. „EVALUASI KINERJA AKUNTAN PUBLIK: SKEPTISME PROFESIONAL DAN OUTCOME EFFECT (SEBUAH STUDI EKSPERIMENTAL)“. JURNAL AKUNTANSI DAN AUDITING 14, Nr. 2 (05.08.2018): 144. http://dx.doi.org/10.14710/jaa.v14i2.19775.
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Professional skepticism is a behavior that it is although encouraged by the profession does not always produce the same outcome (e.g., sometimes it leads to the identification of a misstatement and other times it may not). Highly skeptical auditors increase the likelihood that material misstatements are detected, which is important in promoting investor confidence and global financial stability. However, exercising skepticism may also come at a cost (e.g., budget overruns and potential conflicts with management). The failure to identify a material misstatement in the financial statements may result in restatements. Research on outcome effects suggests that auditor’s performance evaluation may be influenced more by the outcome of their skeptical behavior (i.e., whether or not a misstatement is found) than by whether they engaged in the appropriate level of skeptical behavior. This study aims to obtain new empirical evidence whether there is a difference between the auditor’s performance evaluation when a misstatement is found than when no misstatement is found. These studies further examine whether consultation during the process of exercising skepticism can alleviate the outcome effect bias.This is a experimental that research for a causal relationship between the dependent variabel and independent variable. Respondents in this study is the auditor who has experience doing supervision. Repondents were gethered in the seminar organized by IAPI and PPPK. Seminar was held on 2016 may 30th, in Semarang Quest Hotel. Testing of this reserch using indepent sample t-test and two way ANOVA.Finding of first experiment finds that the outcome of an investigation will affect auditors’ performance evaluations. There are significant differences of performance evaluations between staff who do not identify a misstatement versus staff who do identify a misstatement. This reserach also examine whether responses are significantly higher when a misstatement is found than when no misstatement is found. Futhermor result of this study reveal that consultation with the superior during the process of exercising skepticism effectively mitigate the outcome effects in auditor evaluations. The result of this study show that the evaluators did not effected the outcome effect in auditor’s performance evaluation.
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Meneses-Pinto, Carla, und Eva Liesa. „El desarrollo de la voz inclusiva durante la participación en una comunidad profesional de aprendizaje“. Revista CS, Nr. 44 (05.11.2024): a07. http://dx.doi.org/10.18046/recs.i44.07.
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Educational quality implies considering diversity and inclusion as a fundamental challenge in the search for equity, justice, and democracy. Likewise, professional identity linked to inclusion is still a controversial and unfinished issue. From the dialogical perspective, this study identifies and conceptualizes to what extent the repertoire of positions of a group of teachers shares or does not share an inclusive voice and how they evolve, identifying characteristics more and less easily modified. We use a descriptive longitudinal design and analyze the development of teaching positions and voices (hybrid and inclusive) over an academic year. The study identifies four most frequent identity positions, among them I as a promoter of positive learning environments that has an ease to transit an inclusive voice; on the contrary, the position I as a planner and designer of teaching and learning processes presents difficulties to be reconstructed as inclusive.