Relevant bibliographies by topics / Professional self-identity

Academic literature on the topic 'Professional self-identity'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Professional self-identity"

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Notman, Ross. "Professional identity, adaptation and the self." Educational Management Administration & Leadership 45, no. 5 (December 16, 2016): 759–73. http://dx.doi.org/10.1177/1741143216670650.

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There is developing interest in how professional identity can support educational leaders’ management of change. This article explores the conceptualisation and interplay of identity formation with adaptive and contingent forms of educational leadership. The article draws on qualitative data obtained from two New Zealand school principals and significant others, as each principal negotiated their way through the beginnings of a second principalship and associated change processes. Findings from this first year of a three-year study identified influential factors within each principal’s personal, and professional identities. A comparison of findings with the respective literatures revealed a potential fusion between identity formation and concepts within the broad fields of adaptive and values-based contingency leadership.
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Antonova, Natalya. "Economic Identity and Professional Self-Determination." ATHENS JOURNAL OF SOCIAL SCIENCES 1, no. 1 (January 31, 2013): 71–82. http://dx.doi.org/10.30958/ajss.1-1-6.

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Raj, Medha, Nathanael J. Fast, and Oliver Fisher. "Identity and Professional Networking." Personality and Social Psychology Bulletin 43, no. 6 (April 16, 2017): 772–84. http://dx.doi.org/10.1177/0146167217697299.

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Despite evidence that large professional networks afford a host of financial and professional benefits, people vary in how motivated they are to build such networks. To help explain this variance, the present article moves beyond a rational self-interest account to examine the possibility that identity shapes individuals’ intentions to network. Study 1 established a positive association between viewing professional networking as identity-congruent and the tendency to prioritize strengthening and expanding one’s professional network. Study 2 revealed that manipulating the salience of the self affects networking intentions, but only among those high in networking identity-congruence. Study 3 further established causality by experimentally manipulating identity-congruence to increase networking intentions. Study 4 examined whether identity or self-interest is a better predictor of networking intentions, providing support for the former. These findings indicate that identity influences the networks people develop. Implications for research on the self, identity-based motivation, and professional networking are discussed.
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Moola, Shehnaaz. "The Evolution of a Professional Identity as Perceived by Saudi Student Nurses." Global Journal of Health Science 10, no. 2 (December 17, 2017): 1. http://dx.doi.org/10.5539/gjhs.v10n2p1.

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The professional identity of student nurses may fluctuate or even disintegrate when exposed to clinical realities. A self-identity must be integrated firstly with new expectations and modified within a social context to form a professional identity. In the process of developing a professional identity, student nurses either develop a self-concept within a professional role based on attributes, beliefs, values, motives, experiences, morals and ideals of who and what a nurse is, or lack to develop in this role. This study targeted to investigate the perceptions of Saudi student nurses in the evolution of a professional identity. A non-probabilistic and descriptive approach was selected for data collection. A Nurses Professional Identity Scale was constructed by the researcher to explore the evolution of a professional identity as perceived by Saudi student nurses. Mean scores indicated the importance of the self-presentation, self-image, self-esteem, self-categorization and self-concept as dimensions, which facilitates a professional identity. The p-values obtained for all the factors were less than the level of significance (p-value<0.05), which indicated the importance of all the associated factors. The significance of how student nurses identify themselves as professionals during the Baccaulearate program in various role formation has been emphasized. These roles are still undervalued by society and influences stereotypical attitudes.
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Kasyanova, O. M., A. H. Razumna, K. D. Karunik, and T. O. Stryzhenko. "Educational and professional environment as a factor of formation of professional identity of future healthcare professionals." PROBLEMS OF UNINTERRUPTED MEDICAL TRAINING AND SCIENCE 42, no. 2 (July 2021): 5–10. http://dx.doi.org/10.31071/promedosvity2021.02.005.

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Habilitation of modern specialists of the health service sphere in a higher educational institution envisages the purposeful formation of their standard professional identity that will provide their future professional sustainability. This shaping of professional identity in the higher educational institution as a task for educational and professional process needs to reproduce compliant pedagogical conditions, e.g., creation and organization of functioning of the educational-&-professional community as a site for professional and communicative self-affirmation and for professional self-determination of a future specialist. Creating and functioning of the educational-&-professional community in modern university actualizes in two forms — real (full-time) and virtual (remote). A pedagogical management which helps to form the professional identity in the conditions of the educational-&-professional community envisages organization of its functioning, solving educationally and professionally prompted tasks by the students, referring the pedagogical request to the specialists who will join this community and will provide fulfillment of the identity processes via students’ vocational self-presentation and reflective self-analysis, via experts’ assessment, facilitation and analysis of adequacy for the students’ vocational choice — these will serve as the basis of further perfection of educational and professional development of a higher educational institution. Approving the teaching doctors’ pedagogical willingness to create the educational-&-professional community may be achieved within the cyclic retraining which has confirmed its efficiency.
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Stanišauskienė, Vilija, and Gintarė Edintaitė. "Professional Identity Level of Social Pedagogy Students in the Context of Career Decisions." Vocational Training: Research And Realities 27, no. 1 (December 1, 2016): 42–56. http://dx.doi.org/10.1515/vtrr-2016-0004.

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Abstract The concept of professional identity involves professional suitability, training, professional choice, professional image, professional plan, career awareness and motivation. Students of social pedagogy as future professionals have their self-conception which depends on the level of professional identity the students have achieved: diffuse identity, self-determination without debate, moratorium and the identity achieved. Each level reflects the identity of a certain combination of investigation and resolution of the undertaking. However, professional identity is not only an objectively perceived phenomenon; every subjective perception leads to one’s own career in the context of human evolution, social life, economic conditions, learning experience. Professional identity, which has been understood as professional roles, is one of the most important factors of career success and satisfaction. It is based on personal characteristics, values and experience. The profession of social pedagogues is specific, because they work with people and, in particular, socially sensitive. Therefore, the students of social pedagogy must have the inclination to work with people. Social pedagogues are responsible for social well-being and, therefore, career decisions of students in social pedagogy must be self-directed and adequate. Thus, the higher education professionals providing career guidance, mentors and teachers should recognize whether these programs are relevant to young people at an early stage of the professional identity. Future social pedagogues must also understand the characteristics of the formation of professional identity of a social pedagogue. Therefore, this article addresses the following research questions: what career decisions were taken when choosing studies in social pedagogy? How and what appropriate level of professional identity was reached during the period of studies at university?
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Boychenko, Inna. "THE INFLUENCE OF MENTORING ON THE PROFESSIONAL SELF-IDENTITY FORMATION OF A PSYCHOLOGIST." Problems of Psychology in the 21st Century 14, no. 2 (December 15, 2020): 93–101. http://dx.doi.org/10.33225/ppc/20.14.93.

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The purpose of the study was to determine the features of the professional self-identity in future psychologists in terms of educational and professional training. The objectives of the study were: 1) to identify theoretical approaches to the problem of professional identity and self-identity in terms of professional training; 2) to research the features of self-identity in the course of a professional choice by students-psychologists and their educational and professional adaptation. To solve the particular research problem: 1) the features of self-identity in the course of professional choice by students-psychologists and their educational-professional adaptation are defined; 2) questionnaire was developed for identification of the features of students-psychologists’ awareness of their professional choice and adaptation to professional training and the need for professionally significant qualities. To identify the features of the professional self-identity of future psychologists in the study of a number of methods were: 1) "Methods of studying professional identity (MVPI) (author LB Schneider); 2) questionnaire "Professional choice and educational-professional adaptation of future psychologists" (author IS Boychenko). 178 students of III-IV courses of the Pedagogical and Psychological Institute of the National Pedagogical University named after MP Drahomanov and 5-th courses of the psychological faculty named after T.G. Shevchenko and the Faculty of English of the National Linguistic University took part in the survey. The analysis of the conducted methods revealed that the predominant types of professional choice awareness by students-psychologists in the course of their educational and professional activity are the moratorium on professional identity, premature professional identity and diffusion of professional identity. The reasons for this state of the students may be unconscious or insufficiently conscious choice of profession by the latter as well as insufficient professional support of these students by psychologists. The acquisition of professional self-identity by future psychologists takes place: (I) in a group during the educational process (lectures, practical group classes, educational and psychological practice, attempts at one's own psychological practice), (II) individually, and (III) under the guidance of a mentor. In the course of these psychological practices, especially during their own attempts at practice, future psychologists begin to form an idea of their professional functions. This is an important prerequisite for the formation of their professional identity. According to the results of the research of the students-psychologists with achieved positive professional identity, the types of practical activities can include psychological (attempts at personal practice) and educational-psychological practice (according to the curriculum), that is mastering the profession through training in HEI and beyond, satisfaction of professional needs. The perspective of the research is the problem of conformity of the professional self-identity formation of future psychologists to the social requirements and the availability of conditions to ensure their professional development during educational activities and beyond. Keywords: future psychologist, professional self-identification, professional self-identity, professional identity
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RAZUMNA, A. "ROLE POSITIONS OF THE TEACHER AS A FACTOR OF FORMATION OF PROFESSIONAL IDENTITY OF FUTURE DOCTORS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 210–16. http://dx.doi.org/10.33989/2075-146x.2021.27.247115.

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The article reveals the influence of the role positions of "mature personality", "qualified specialist", "coach (effective student)", chosen by the teacher-doctor in cooperation with medical students, on the formation of their personal-professional (metaprofessional), professional and educational professional identity. It is stated that professional identity is a stabilizer of personal, professional, developmental educational and professional orientation of the future specialist, is a mental source of building the image of the ideal self. It is noted that in the motivational aspect and improvement of certain own professionally important characteristics and competencies, attempts to meet the socialization norms and modern requirements of the professional community, to which he a priori belongs. The formation of the student's identity in the educational institution occurs in the processes of identification of the teacher as a reference person, self-identification through imitation of his important traits and role positions, reflection of the teacher's assessments of his role manifestations. It is shown that the actualization by the teacher of certain role positions in interaction with students gives them the opportunity to self-identify as individuals, future medical professionals, effective students through the vicar's mastery of specific practical actions. Facilitation support by the teacher of students' actualization of relevant role positions promotes self-affirmation of their respective identities. It is established that in the situation of students' interaction with the teacher two groups of processes are actualized, which determine the formation of their identity: the first - self-determined - is realized as self-determination and self-construction on the basis of observation of the teacher as a model. his role manifestations on the part of the teacher, who facilitates and mentally consolidates his self-identification image. It is determined that the pedagogical essence of the teacher's role positions corresponds to modern pedagogical approaches that are implemented in the training of future medical professionals: the role of "mature personality" - personal approach, "specialist" - competence, "effective student" - student-centered.
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Posukhova, Oxana, Oxana Nor-Arevyan, Pavel Zayats, and Ludmila Klimenko. "SCENARIO FOR PROFESSIONAL IDENTITY DEVELOPMENT IN THE INSTITUTIONAL ENVIRONMENT OF RUSSIAN MEGAPOLISES (USING THE EXAMPLE OF ‘WHITE COLLAR’ WORKERS)." CBU International Conference Proceedings 6 (September 27, 2018): 716–22. http://dx.doi.org/10.12955/cbup.v6.1238.

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Scenarios for professional identity development are studied using level-based sociological analysis, i.e., at a social micro-level in a group of peer professionals and at an institutional macro-level in a social and professional structure of a megapolis. Based on the research, in which ‘white collar’ workers were chosen as a reference group, the authors conclude that a professional identity in a megapolis experiences multidirectional influence of imitative professionalism. In addition, an identification model matrix is formed that focuses on professional identity as a self-identification that self-attributes to a group of professionals as a power with active social and civil position. The discovered trends are reviewed at macro- and micro-levels.
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Olthuis, Gert, Carlo Leget, and Wim Dekkers. "Why Hospice Nurses Need High Self-Esteem." Nursing Ethics 14, no. 1 (January 2007): 62–71. http://dx.doi.org/10.1177/0969733007071359.

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This article discusses the relationship between personal and professional qualities in hospice nurses. We examine the notion of self-esteem in personal and professional identity. The focus is on two questions: (1) what is self-esteem, and how is it related to personal identity and its moral dimension? and (2) how do self-esteem and personal identity relate to the professional identity of nurses? We demonstrate it is important that the moral and personal goals in nurses' life coincide. If nurses' personal view of the good life is compatible with their experiences and feelings as professionals, this improves their performance as nurses. We also discuss how good nursing depends on the responses that nurses receive from patients, colleagues and family; they make nurses feel valued as persons and enable them to see the value of the work they do.
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Dissertations / Theses on the topic "Professional self-identity"

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Burton, Susan. "Self-perceived professional identity of pharmacy educators." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008352.

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The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.
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Kautzman-East, Melanie A. "The relationship among personality, professional identity, self-efficacy, and professional counselor advocacy actions." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1458984970.

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Adedipe, Adebimpe O. "Social identity, professional collective self-esteem, and attitudes of interprofessional education in health professions faculty." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492368848048543.

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Harden, Jane. "Becoming a nurse : cultural identity and self-representation for mature women." Thesis, Northumbria University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367410.

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Verling, Rebecca. "Exploring the professional identity of counselling psychologists : a mixed methods study." Thesis, University of Wolverhampton, 2014. http://hdl.handle.net/2436/335796.

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Aims and Rationale: The present study aims to enrich understanding of the professional identity of counselling psychology in the UK by exploring both the individual professional identities of counselling psychologists and the broader identity of the profession as a whole. This will elaborate on the existing literature base and allow the researcher to gather a breadth of perspectives of counselling psychology identity whilst also exploring the issues surrounding the identity development of practitioners in greater depth. Method: The study adopts a triangulation mixed methods design to explore the professional identity of counselling psychologists (Cresswell, Plano Clark, Guttman & Hanson, 2003). An exploratory online survey was designed to explore 1) the training, employment and practice characteristics of counselling psychologists and 2) their perception of the role, contribution and future identity of the profession. Concurrent with this data collection, qualitative interviews were conducted which aimed to explore the participants’ experience of training and working as a counselling psychologist, and develop an understanding of factors that have impacted upon their individual professional identity. Results: Both data sources contribute to the conception of counselling psychology as a diverse and multi-faceted profession. ‘Unity within diversity’ has been proposed as an overarching theme that marries the data sources and highlights the different ways in which counselling psychologists experience and articulate their individual professional identity, and the collective identity of the profession. Conclusions: The findings reveal there is no single professional identity inherent within counselling psychology. Multiple professional identities exist and are shaped by a range of factors. Uniting these diverse identities is a central commitment to a humanistic philosophy and value base. This provides a foundation on which therapeutic decision making is made and clients’ difficulties conceptualised. Whilst counselling psychology’s interest in identity and critical self-reflection has been questioned, this process may allow the profession to remain alert to the changing professional climate and adapt their practice to ensure that they remain valuable and are not overlooked within the field of therapeutic provision.
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Foster, Susan. "The Relationship between Professional Identity and Collective Self- esteem in School Counselors." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1269.

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All bona fide professions have affiliated professional organizations, ethical standards or a code of ethics, and an accrediting and sanctioning body that deals with preparation, credentialing, and licensure, and pride in one's profession (Gale & Austin, 2003; Remley & Herlihy, 2010). As school counseling continues to evolve, school counselors have struggled to define and maintain their role. This may be due, in part, to the social desirability an individual has to belong to dominant group in the school setting (Tajfel, 1986). School counselors may draw esteem from their professional membership. This concept, called collective self-esteem, denotes those aspects of identity that are related to membership in social groups and the respective value that one places on one's membership (Luhtanen & Crocker, 1992). The purpose of this study was to examine the relationship between collective self-esteem and professional identity. The findings of this study indicated that collective self-esteem was relatively stable and remained moderately high across several demographic variables related to professional identity. Collective self-esteem remained relatively consistent across level of practice, professional background, years of total experience and years of experience at the current school, and area of practice. Further, collective self-esteem remained moderately high for those who were affiliated with a counseling organization and those who were not. Results also suggested that collective self-esteem is constant regardless of variations in credentialing, chosen code of ethics, role definition (educator first or counselor first), and professional pride. Results indicated that collective self-esteem remained moderately high across several demographic areas and variables related to professional identity. Further, a significant positive correlation was found between pride in the profession and collective self-esteem was shown. Additionally, a small, significant negative correlation was garnered between those participants who viewed themselves as a counselor first and held an LPC or equivalent. Further, a significant relationship was found between those participants who defined their role as a counselor first and chose the NBCC Code of Ethics as their primary code of ethics and those participants who held the counselor first position and chose the ASCA Ethical Code as their primary code of ethics.
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Jones, Dawn Anita. "Teachers' professionalism, self-identity and the impact of continuing professional development (CPD)." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/615916/.

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This research explores the impact of changes in government policy on teachers’ professionalism, self-identity and practice in the context of Continuing Professional Development (CPD). Initial data was gathered through the use of evaluations, impact data and interviews from conferences and courses undertaken as part of professional development programmes. This data provided a range of background information which then informed a second stage of research where in-depth case studies of three secondary school science teachers was conducted. Thus the first stage data helped identify, and focus the later research themes and questions. The case-study research consists of semi-structured interviews which explores the contexts, experiences and viewpoints of the three teachers involved. This research draws attention to the potential damage being done to teachers’ professionalism and self-identity as a result of central government policy, and the impact that this has on their ability to carry out their roles effectively. It also considers the extent to which teachers’ professionalism is influenced by the process of engaging with CPD. This research adds knowledge to the field through the provision of a fresh perspective, from the teachers’ viewpoint, in the field of research of teacher professionalism and that of teachers CPD. The research gives teachers a forum within which to voice their thoughts and share their concerns about the struggles they face, and the conflicts they experience between their personal values and pressures to conform. At the heart of the problem, encountered by teachers, is the fact that professional standards and CPD activities predominately focus on the behavioural component of professionalism. The failure to consider the teachers’ intellectual or attitudinal development is what threatened their identities, ideologies and aspirations to meet their goals. It also affects the way they felt about themselves and education as a whole. An alternative model to illustrate effective professional development is proposed as a consequence of this research which highlights the complexities of the processes and practices affecting teachers’ engagement with CPD and the potential for external policies to impact adversely on classroom practices.
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Smith, Robert Mark Houston. "South African community pharmacists’ self-perception of their professional identity and job satisfaction." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20637.

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The role of the community pharmacist has changed over the past two decades. The traditional specialist roles of pharmacists, such as compounding and preparation of medications, are now infrequent activities and the profession has moved to a more patient-centred focus. Furthermore, pharmaceutical care has been developed and adopted as a practice philosophy to add value and bring care for patients back into the profession. However, there is still much debate in academic and policy literature concerning the reluctance of community pharmacists to adopt and implement pharmaceutical care in practice environments. Empirical evidence has suggested that the professional identity of pharmacists is both ambiguous and multifaceted. However, the practice of pharmaceutical care has been demonstrated to increase organisational identity of pharmacists, as well as their job satisfaction. In addition, pharmacists in a clinical role have been shown to have higher levels of job satisfaction than their counterparts in nonclinical roles. This study has identified, described and analysed the self-perceived professional identities of community pharmacists within a South African context. Furthermore, it sought to determine their current levels of job satisfaction. The relationships between professional identity, job satisfaction and role were analysed in an attempt to understand the influence of professional identity on job satisfaction and behaviour of pharmacists. This study made use of a mixed method of inquiry, online questionnaire, administered to a large sample, which allowed the researcher to take a broad view of the research foci at a specific moment in time. This study found the existence of six professional identities amongst South African Community Pharmacists; namely the practitioner, the jaded pharmacist, the social carer, the professional, the medicine supplier and the entrepreneur. South African community pharmacists were, generally, satisfied with their jobs, professed to practice pharmaceutical care and adopted it as a practice philosophy. South African Community pharmacists were, in general, committed to their profession. Correlation between a pharmacist’s professional identity and their job title, job satisfaction and their commitment were found to be statistically significant. A pharmacist’s level of job satisfaction was statistically correlated to their practice of pharmaceutical care. No statistically significant relationship was found to exist between a pharmacist’s identity and their work load or tasks performed. Characterising South African community pharmacists’ identities is of great significance in an effort to better understand the forces that drive our profession of pharmacy. In doing so, have found that identity affects many elements of work life such as job satisfaction, professional commitment and the practice of patient care.
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Pinard, Michele. "Studying 'self' to teach 'others': assessing a teacher's personal and professional intercultural identity development." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107758.

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This self-study focuses on critical incidences (CIs) that occurred during three personal and professional periods of one teacher's life: a semester abroad as an undergraduate; an independent fellowship year abroad as a post-graduate; and, as a volunteer serving abroad. Using constant comparison methods to analyze archival documents generated in intercultural educational settings and contemporary data drawn from interviews and surveys with fifty participants, the study concentrates on how CIs did or did not affect the teacher's intercultural competence and identity development. Methods of inquiry utilized include ghostwriting (Rhodes, 2000) and shadowwriting (Clerke, 2009), and introduce a technique called BENCHspeaking to activate co-participants' voices. Five contested identity metaphors that emerge to describe the researcher's personal and professional identity are exposed: homebody, social networker, boundary pusher, opportunist, and goal setter. Teacher educators' ability to cultivate intra-cultural competence, personally and professionally, conclude the research, and pedagogical suggestions and implications for contributing to pre-service and teacher educator identity development are outlined.
Cette étude se concentre sur trois épisodes/ expériences transformatrices professionnelles dans la formation d'un seul professeur/du chercherur: ses études à l'étranger, le stage qu'elle a fait à l'étranger après avoir terminé ses études, et, son service bénévole/comme volontaire à l'étranger. Se servant de méthodes comparatives pour analyser des documents primaires créés dans des milieux interculturels, et l'information tirée des sondages et des entretiens avec 50 participants, l'étude est axée sur la manière dont les expériences critiques ont influencé, ou n'ont pas influencé la compétence interculturelle du professeur et le développement de son identité. Les méthodes utilisées comprennent « ghostwriting » (Rhodes, 2000) et "shadowwriting" (Clerke, 2009), et introduisent une technique appelée "Benchspeaking" pour inspirer l'expression des co-participants. L'étude révèle cinq métaphores qui se manifestent pour décrire l'identité conflictuelle personnelle et professionnelle du chercheur: 1) la femme au foyer/la casanière, 2) la personne qui crée un réseau social/qui a une vie sociale, 3) celle qui pousse/dépasse les limites et les frontières, 4) l'opportuniste, et 5) la personne qui montre la voie et établit des objectifs. L'étude se termine par une discussion de la capacité de l'enseignant à cultiver la compétence inter-culturelle, à la fois dans sa vie personnelle et professionnelle, et offre des suggestions d'ordre pédagogique pour la préparation des enseignants.
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Dahlberg, Karolina, and Linda Olsen. "Samarbete - lek med mening : multiprofessionell interaktion och meningsskapande." Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5306.

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The intention of this study was to create an understanding of how multi-professional interaction could convert into inter-professional collaboration, which takes advantage of and acknowledges the individual professional identity. The intention was to understand the meaning of collaboration through the study of meetings between professionals who use different symbol systems. In particular, we wanted to study inter-professional interaction from a symbolic interactional perspective with a focus on Self, Identity, Symbols, Meaning and Professional community. The employed method was semi-structured interviews with ten questions. A convenience sample was used to identify working groups composed of different professions, such as teachers, social workers and therapy assistants. The results suggest that the working group believed that personality precedes the profession one is impending, and that participants preferred stability before communication and reflection. Our study also revealed that inter-professional collaboration cannot be pursued without cultivating awareness, active reflection and communication between the professionals involved. Keywords: Self ∙ Multi-professional ∙ Inter-professional ∙ Identity ∙ Collaboration ∙ Symbols ∙ Qualitative rapport.
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Books on the topic "Professional self-identity"

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Reinert, Gerd-Bodo, and Thomas Vogel. Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt: Education and academic self-concept in the globalized world / Gerd-Bodo von Carlsburg, Thomas Vogel (eds.). Frankfurt am Main: Peter Lang, 2014.

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Goyhman, Oskar, Lyubov' Goncharova, Alla Larionova, Nikolay Kargin, Igor' Klyukanov, Nur Ahmet Dosmuhamet, Irina Privalova, et al. Social and identification status of communication studies. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111369.

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The collective monograph is devoted to interdisciplinary problems of communication in a modern multimodal society. A number of aspects outlining the status of communication studies as a scientific, practical and social phenomenon are discussed. The authors ask questions about the influence of digitalization on interpersonal and intercultural communication in the modern world, consider the philosophical and cultural meanings of the communicative self-identity of peoples from the positions of national and state ideologies, touch upon the problems of communication in various spheres and discourses: professional, media, political, scientific, educational and social. The monograph also touches on the linguo-axiological, image and linguistic-cultural aspects of communicative processes. The study consists of seven chapters that reveal the authors ' views on the current state and prospects for the development of communicative science and humanities in general. It is addressed to representatives of the scientific community - scientists, graduate students, undergraduates, as well as anyone interested in the issues of communication studies as an important and complex social phenomenon.
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MacDonald, Frederick Joseph. Suspended in perpetuity?: Teacher professional identity in a time of educational reform. 2006.

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Julian, Hughes, Louw Stephen, and Sabat Steven R, eds. Dementia: Mind, meaning, and the person. Oxford: Oxford University Press, 2006.

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(Editor), Julian C. Hughes, Stephen J. Louw (Editor), and Steven R. Sabat (Editor), eds. Dementia: Mind, Meaning, and the Person (International Perspectives in Philosophy and Psychiatry). Oxford University Press, USA, 2006.

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(Editor), Julian C. Hughes, Stephen J. Louw (Editor), and Steven R. Sabat (Editor), eds. Dementia: Mind, Meaning, and the Person (International Perspectives in Philosophy and Psychiatry). Oxford University Press, USA, 2006.

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Medical identities: Working at medicine, working at self. New York: Berghahn Books, 2007.

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Narrating Their Lives: Examining English Language Teachers' Professional Identities within the Classroom. University of Michigan Press ELT, 2013.

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Medical identities: Health, well-being and personhood. New York, NY: Berghahn Books, 2007.

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Medical Identities (Social Identities, Vol. 2). Berghahn Books, 2007.

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Book chapters on the topic "Professional self-identity"

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Reeves, Jenny. "Changing Self: Interactions of Space and Identity." In Professional Learning as Relational Practice, 85–106. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8739-3_5.

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Gallagher, Ashleigh, and Patrick Gallagher. "New culture, new identity: Developing your professional self." In Portable PhD: Taking your psychology career beyond academia., 99–106. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000170-008.

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Morris, Ruth. "Images of the court interpreter: Professional identity, role definition and self-image." In Identity and Status in the Translational Professions, 209–30. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/bct.32.10mor.

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Cardell, Elizabeth, and Andrea Bialocerkowski. "Bouncing Forward: A Post-Practicum Workshop to Promote Professional Identity, Self-Efficacy, and Resilience in Master of Speech Pathology Students." In Professional and Practice-based Learning, 211–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05560-8_10.

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Etherington-Wright, Christine. "Self and Identity." In Gender, Professions and Discourse, 162–80. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230595026_10.

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Kelchtermans, Geert. "Professional Self-Understanding in Practice: Narrating, Navigating and Negotiating." In Research on Teacher Identity, 229–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93836-3_20.

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"Professional identity and self-regulation at work." In Informal Learning in the Workplace, 93–112. Routledge, 2012. http://dx.doi.org/10.4324/9780203028926-11.

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"Professional identity and self-regulation at work." In Informal Learning in the Workplace. Routledge, 1998. http://dx.doi.org/10.4324/9780203028926.ch5.

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"Dimensions of self, identity and the shaping of practice." In Dimensions of Professional Learning, 137–40. Brill | Sense, 2007. http://dx.doi.org/10.1163/9789087901257_012.

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Cottrell, Stephen. "Self-Conception and Individual Identity: the Deputy System." In Professional Music-Making in London, 57–76. Routledge, 2017. http://dx.doi.org/10.4324/9781351151320-3.

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Conference papers on the topic "Professional self-identity"

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"Empirical Identity Model of a Physician During Professional Self-identity Crisis." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium137-141.

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Kovalcikiene, Kristina, Aurelija Stelmokiene, Loreta Gustainiene, and Giedre Geneviciute-Janone. "UNIVERSITY TEACHERS’ PROFESSIONAL IDENTITY: A ROLE OF SELF-DETERMINATION THEORY." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact078.

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Bespalova, Tatiana. "Self-Assessment Of Personal Civic Identity In Adolescents." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.1.

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Rezapkina, Galina V. "Self-Diagnosis As A Means Of Developing A Teacher'S Professional Identity." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.81.

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Olivares, S., M. Turrubiates, J. Treviño, and G. Cante. "THE PERCEIVED VALUE OF THE TEC WEEK IN THE DEVELOPMENT OF TRANSVERSAL COMPETENCES." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7156.

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Currently, educational institutions have the challenge of graduating students as experts in their disciplines who have a series of competencies that will allow them to assimilate their professional identity. Tecnológico de Monterrey established the Tec Week as a mandatory framework to close the gap between academic courses and student affairs activities to develop transversal competences. Those cross-cutting competences integrate knowledge, skills, and attitudes relevant to responding, leading, and transforming an uncertain future. The present study aimed to determine the Tec Week's value in professional identity formation phases considering transversal competences There was applied a quantitative, descriptive, trans-sectional, and not experimental method. Participants were first-year students from several academic programs. A pre-test and post-test self- perception instruments were adapted from Olivares et al. (2019) to compare expectations (pre-test) from achievements (post-test) as proposed by the Expectations Confirmation Theory. Results showed that Tec Week offers development for Self-concept, Wellness and Self-awareness, Collaboration, and Diversity. The results encourage incorporating activities such as Tec Week to impact students' professional identity formation for self-care and socialization, considering an inclusive socialization environment and healthy relations during their first years. Keywords: Professional Identity Formation, Transversal Competences, Self-concept, Self-care, higher education
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Slaninová, Gabriela. "Coaching As A Tool For Increasing Self-Efficacy With Regard To Professional Identity." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.47.

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Nesgovorova, Natalya. "Comparative Analysis Of Objective Assessment And Self-Assessment Of University Graduates' Professional Identity." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.328.

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Kuklina, L. V., and E. A. Polyakova. "Peculiarities of cadets’ professional competences establishment in the context of full-time and distance education." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.156.165.

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The article is devoted to the research of the issue of future correctional officers’ professional identity establishment. The comparison of self-evaluation of the level of cadets’ professional competences maturity has been carried out under conditions of traditional (full-time) and distance education. The role of the supraliminal self-regulation as a formation factor in learning activities of future penal servants’ professional competency is highlighted
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Morosanova, Varvara. "Current trends in the study of conscious self-regulation in education and professional identity." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.1.

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Höfer-Lück, Hanna. "THEATRE EDUCATION, DIGITAL MEDIA, AND INCLUSION: FOSTERING PROFESSIONAL IDENTITY AND SELF-AWARENESS IN TEACHER’S EDUCATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2537.

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Reports on the topic "Professional self-identity"

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Konya, Tara J., and Nancy J. Hodges. Advocacy through Appearance: An Exploration of Professional Identity, Self-Sufficiency, and the Clothing-Related Non-Profit. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1727.

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