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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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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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Hayashi, Mikio, Daisuke Son, Keiko Nanishi, and Masato Eto. "Long-term contribution of international electives for medical students to professional identity formation: a qualitative study." BMJ Open 10, no. 8 (August 2020): e039944. http://dx.doi.org/10.1136/bmjopen-2020-039944.
Повний текст джерелаАнотація:
ObjectivesGlobalisation has given medical university students the opportunity to pursue international electives in other countries, enhancing the long-term socialisation of medical professionals. This study identified the long-term effects of international electives on the professional identity formation of medical students.DesignThis is a qualitative study.SettingThe authors interviewed Japanese medical professionals who had completed their international electives more than 10 years ago, and analysed and interpreted the data using a social constructivism paradigm.ParticipantsA total of 23 medical professionals (mean age 36.4 years; range 33–42 years) participated in face-to-face, semistructured in-depth interviews.ResultsDuring the data analysis, 36 themes related to professional identity formation were identified, and the resulting themes had five primary factors (perspective transformation, career design, self-development, diversity of values and leadership). It was concluded that international electives for medical students could promote reflective self-relativisation and contribute to medical professional identity formation. Additionally, such electives can encourage pursuing a specialisation and academic or non-academic work abroad. International electives for medical students could contribute to medical professional identity formation on the basis of cross-cultural understanding.ConclusionsThis study addressed a number of issues regarding the long-term impact of international elective experiences in various countries on the professional identity formation of Japanese medical professionals. This study offers some guidance to mentors conducting international electives and provides useful information for professional identity formation development in medical professionals.
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Jussupow, Ekaterina, Kai Spohrer, and Armin Heinzl. "Identity Threats as a Reason for Resistance to Artificial Intelligence: Survey Study With Medical Students and Professionals." JMIR Formative Research 6, no. 3 (March 23, 2022): e28750. http://dx.doi.org/10.2196/28750.
Повний текст джерелаАнотація:
Background Information systems based on artificial intelligence (AI) have increasingly spurred controversies among medical professionals as they start to outperform medical experts in tasks that previously required complex human reasoning. Prior research in other contexts has shown that such a technological disruption can result in professional identity threats and provoke negative attitudes and resistance to using technology. However, little is known about how AI systems evoke professional identity threats in medical professionals and under which conditions they actually provoke negative attitudes and resistance. Objective The aim of this study is to investigate how medical professionals’ resistance to AI can be understood because of professional identity threats and temporal perceptions of AI systems. It examines the following two dimensions of medical professional identity threat: threats to physicians’ expert status (professional recognition) and threats to physicians’ role as an autonomous care provider (professional capabilities). This paper assesses whether these professional identity threats predict resistance to AI systems and change in importance under the conditions of varying professional experience and varying perceived temporal relevance of AI systems. Methods We conducted 2 web-based surveys with 164 medical students and 42 experienced physicians across different specialties. The participants were provided with a vignette of a general medical AI system. We measured the experienced identity threats, resistance attitudes, and perceived temporal distance of AI. In a subsample, we collected additional data on the perceived identity enhancement to gain a better understanding of how the participants perceived the upcoming technological change as beyond a mere threat. Qualitative data were coded in a content analysis. Quantitative data were analyzed in regression analyses. Results Both threats to professional recognition and threats to professional capabilities contributed to perceived self-threat and resistance to AI. Self-threat was negatively associated with resistance. Threats to professional capabilities directly affected resistance to AI, whereas the effect of threats to professional recognition was fully mediated through self-threat. Medical students experienced stronger identity threats and resistance to AI than medical professionals. The temporal distance of AI changed the importance of professional identity threats. If AI systems were perceived as relevant only in the distant future, the effect of threats to professional capabilities was weaker, whereas the effect of threats to professional recognition was stronger. The effect of threats remained robust after including perceived identity enhancement. The results show that the distinct dimensions of medical professional identity are affected by the upcoming technological change through AI. Conclusions Our findings demonstrate that AI systems can be perceived as a threat to medical professional identity. Both threats to professional recognition and threats to professional capabilities contribute to resistance attitudes toward AI and need to be considered in the implementation of AI systems in clinical practice.
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Tushnova, Yuliya, Yuliya Rashchupkina, and Nelli Khachaturyan. "Features of professional identity of students “helping” occupations with different levels of self-efficacy." SHS Web of Conferences 70 (2019): 08041. http://dx.doi.org/10.1051/shsconf/20197008041.
Повний текст джерелаАнотація:
Professional identity is an indicator of the level of mastery of professional activity. One of the indicators for assessing the formation of professional identity is the attitude to yourself as a future and current professional. Here we can talk about both the real and the predicted of the professional self-rating. This study focuses on predicted self-esteem. Self-efficacy is a professionally important meta-quality, positively correlated with the results of professional activity. The problem of self-efficacy in the process of formation of professional identity of “helping” occupations specialists is important from the point of view of assessing professional maturity and psychological and pedagogical support of the formation of professional personality. The study sample consisted of 93 students of 1 course of study of psychological and medical specialties aged 17 to 21 years (M=17.9, SD=3.2 (41.5% men)). The methods of research were the method of determining the level of self-efficacy (J.E. Maddux, M. Sherer, modification of L. Boyarintseva under the direction of R. Krichevsky) and “Personal differential”. The study describes the features of the predicted self-esteem at different stages of professionalization of students “helping” occupations with different levels of self-efficacy.
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Fraser-Arnott, Melissa. "Personalizing professionalism: The professional identity experiences of LIS graduates in non-library roles." Journal of Librarianship and Information Science 51, no. 2 (May 24, 2017): 431–39. http://dx.doi.org/10.1177/0961000617709062.
Повний текст джерелаАнотація:
This grounded theory project asked: “How do Library and Information Science (LIS) graduates in non-library roles experience professional identity?” This is an important question for current LIS practitioners and students because job opportunities are increasingly available in non-library work settings. There is limited research available on the professional identity experiences of LIS graduates in general and even less available on the professional experiences of LIS graduates in non-library roles. The study produced the theory of Personalizing Professionalism which found that individuals possess two identities which interact with each other throughout one’s career. The first is an internal appraisal of self which represents an individual’s assessment of who they “really” are as a professional. The second is an externally expressed identity, which represents who that individual presents him or herself to be. Interactions with others impact individuals’ internal appraisal of self and externally expressed identity and represent an area of potential conflict. This study contributes to the research literature on professional identity and identity formation and expression. For the LIS community, understanding how these professionals experience professional identity can help practitioners, educators, and professional associations to take advantage of a wide range of employment options.
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Rivera, Matthew J., Lindsey E. Eberman, and Kenneth E. Games. "Developing professional identity in post‐professional healthcare students through self‐authorship." New Directions for Teaching and Learning 2021, no. 168 (December 2021): 37–46. http://dx.doi.org/10.1002/tl.20466.
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Zheldochenko, Lyudmila, and Oksana Nikolenko. "The problem of professional identity in the professional development of the individual." E3S Web of Conferences 210 (2020): 22001. http://dx.doi.org/10.1051/e3sconf/202021022001.
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The article analyzes the problem of professional development of the individual from the moment of choosing a profession at the senior stage of training in an educational institution and building an individual professional route, to the formation of professional identity at the stage of completion of training at a University and readiness to engage in independent professional activity. The article deals with the issues that lie at the origins of the professionalization of the individual, related to the formation of complete, clear ideas at the stage of training at school. The results of an empirical study of the professional identity of University graduates are presented. The respondents were students-bachelors in the number of 150 people. The following methods were used: "A questionnaire aimed at studying ideas about the object of activity (E. I. Rogova), methods for studying the status of professional identity (A. A. Azbel, A. G. Gretsov); diagnostics of self-efficacy using the Maddux and Scheer method. It is established that the status of formed professional identity prevails among graduate students with high self-efficacy, the status of moratorium prevails among graduate students with medium self-efficacy, and the status of imposed professional identity distinguishes graduate students with low self–efficacy.
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Buch, Anders, and Vibeke Andersen. "(De)stabilizing Self-Identities in Professional Work." Nordic Journal of Working Life Studies 3, no. 3 (September 1, 2013): 155. http://dx.doi.org/10.19154/njwls.v3i3.3016.
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It is characteristic of much professional work that it is performed in ambiguous contexts. Thus, uncertainty, unpredictability, indeterminacy, and recurrent organizational transformations are an integral part of modern work for, e.g., engineers, lawyers, business consultants, and other professionals. Although key performance indicators and other knowledge management systems are used to set standards of excellence for professionals, the character of professional work is still flexible, open to interpretation and heterarchical. The very successfulness (or unsuccessfulness) of the work is established in a complex work context where various goals, interests, and perspectives are mediated, altered, contested, mangled, and negotiated in a process of sense-making. The work context is heterogeneously populated by various actors (e.g., the customer, the manager, the colleagues) and actants (e.g., quality systems and technical equipment) that give “voice” to (conflicting) interpretations of what constitutes successful work. Thus, the professionals must navigate in a very complex environment where the locus of governance is far from stable. These characteristics of professional work seem to have implications for the way professionals make sense of their work and their own identities. The identity work of professionals is interwoven with their professional training and career background. With an academic training and a professional career, the individual typically identifies with the profession’s values and adopts a certain way of seeing and approaching the world. This professional outlook typically will constitute the basis of the individual’s appraisal of the work and lay out a horizon of expectations in relation to fulfillment, self-realization, and job satisfaction. In this way, the construction of self-identity becomes the yardstick for the individual’s sense-making and, a fortiori, for the individual’s sense of meaningful work. In this paper, we will claim that the ambiguity involved in professional work becomes a potential strain on the identity construction of the employees engaged in professional work and a potential source of enthusiasm and self-fulfillment. On a conceptual basis, the paper develops three interpretative frameworks that are useful in understanding how professionals deal with ambiguity in professional work. To illustrate this point, the paper refers to qualitative material from a research project conducted in six Danish knowledge-intensive firms. Referring to this empirical material, we discuss how professionals perceive and relate to their work and the role played by professionalism in this relation. Drawing on neo-institutional theory our paper discusses how professionals draw on different frameworks of meaning in order to stabilize their identities.
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Khomiuk, I. V., V. A. Petruk, and V. V. Khomiuk. "FACTORS AFFECTING PROFESSIONAL SELF-IDENTITY IN MARKET ECONOMY." Health and Safety Pedagogy 2, no. 1 (2017): 6–11. http://dx.doi.org/10.31649/2524-1079-2017-2-1-6-11.
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Myskin, Sergey. "Psycholinguistic Model of Professional Self-Determination of Identity." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 4 (November 6, 2014): 114–24. http://dx.doi.org/10.15688/jvolsu2.2014.4.13.
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Kunrath, Kamila, Philip Cash, and Maaike Kleinsmann. "Social- and self-perception of designers’ professional identity." Journal of Engineering Design 31, no. 2 (October 15, 2019): 100–126. http://dx.doi.org/10.1080/09544828.2019.1676883.
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Mahleeva, Lyudmila, Valentina Kormakova, and Maria Lapina. "REFLEXIVE FORMATION OF PROFESSIONAL SELF-IDENTITY OF SCHOOLCHILDREN." Вестник Северо-Кавказского федерального университета, no. 4 (2020): 145–53. http://dx.doi.org/10.37493/2307-907x.2020.4.18.
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Ahuja, Sumati, Helena Heizmann, and Stewart Clegg. "Emotions and identity work: Emotions as discursive resources in the constitution of junior professionals’ identities." Human Relations 72, no. 5 (August 17, 2018): 988–1009. http://dx.doi.org/10.1177/0018726718785719.
Повний текст джерелаАнотація:
For junior professionals, notions of professional identity established during their education are often called into question in the early stages of their professional careers. The workplace gives rise to identity challenges that manifest in significant emotional struggles. However, although extant literature highlights how emotions trigger and accompany identity work, the constitutive role of emotions in identity work is under-researched. In this article, we analyse how junior professionals mobilize emotions as discursive resources for identity work. Drawing on an empirical study of junior architects employed in professional service firms, we examine how professional identities, imbued with varying forms of discipline and agency, are discursively represented. The study makes two contributions to the literature on emotions and identity work. First, we identify three key identity work strategies ( idealizing, reframing and distancing) that are bound up in junior architects’ emotion talk. We suggest that these strategies act simultaneously as a coping mechanism and as a disciplinary force in junior architects’ efforts to constitute themselves as professionals. Second, we argue that identity work may not always lead to the accomplishment of a positive sense of self but can express a sense of disillusionment that leads to the constitution of dejected professional identities.
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Ahmad, Hussain, Fatmawati Latada, Muhammad Nubli Wahab, Sayyed Rashid Shah, and Khushnoor Khan. "Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals." International Journal of English Linguistics 8, no. 6 (July 29, 2018): 37. http://dx.doi.org/10.5539/ijel.v8n6p37.
Повний текст джерелаАнотація:
In an educational milieu student learning outcomes are directly related to teacher professional identity (TPI) i.e. improvement in the TPI will bear a direct positive effect on the learners’ academic achievements. Current study focuses on the development of TPI of English as a Foreign Language Teacher at English Language Institute (ELI) of a Saudi Arabian university through an in-service Cambridge English Teachers (CET) Professional Development (PD) program (CET-PD). Five determinants of TPI - Knowledge of Teaching Context (KCT), Collegial Collaboration (CC), Teaching Practices (TPs), Teacher Self-Efficacy (TSE), and Teacher Agency (TA) were studied before and after the PD program. Retrospective pretest-posttest research design was employed for addressing the research question: whereas responses on the five determinants were elicited from 120 participants through a self-administered questionnaire before and after the CET-PD program. Due to non-normality of data, a non-parametric statistic test-Wilcoxon signed Rank test was employed to analyze the collected data using SPSS. Results of the study revealed that three determinants of TPI - KCT, TSE, and TPs exhibited larger differences; whereas, for CC the differences were moderate and for TA the differences were minimal. By and large, due to in-service CET- PD program TPI exhibited improvement. The results of the study will be beneficial for teacher trainers to focus more on the teachers’ awareness of the learners’ and institutional contextual knowledge in a culture embedded in conservative norms. This study is a part of the quantitative phase of an ongoing Ph.D. project which employs mixed method convergent design.
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Braun, O. A., M. G. Arkuzin, Ye V. Arshinova, and M. A. Bilan. "Deformation of Properties of Identity System in the Process of Professional Burnout in Specialists of the Deontological Profile." Bulletin of Kemerovo State University 21, no. 3 (October 5, 2019): 685–94. http://dx.doi.org/10.21603/2078-8975-2019-21-3-685-694.
Повний текст джерелаАнотація:
According to the system approach, a person is considered as a multidimensional self-developing system, while identity is a reflection in the personality consciousness of its individual "dimensions". Being an element of self-consciousness, individual identities, in turn, are organized into a system reflecting the holistic view of the personality about itself, i.e. Me-concept. Professional activity is one of the most important areas of life. At the level of self-awareness, the attitude towards one’s profession and oneself as a professional is reflected in professional identity. Professional identity begins to form at the stage of vocational education and is often maintained even after retirement. Any significant contradictions that arise during the professionalization are reflected in one’s identity. The research features the changes that arise in the system of identity of the individual in the process of its professional burnout. The results of the empirical study of professional burnout of doctors substantiate the changes in the properties of the identity system, expressed in the increase of diffuse and predetermined identity. It also affects its structure and reduces the importance of professional, communicative and reflexive identity, as well as the structural deformation of the professional identity. The work with self-consciousness and identity is an important component of prevention and correction of professional burnout.
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Komlik, L. V., I. V. Faustova, and I. Y. Filatova. "THE INFLUENCE OF GENDER IDENTITY ON PROFESSIONAL SELF-DETERMINATION IN ADOLESCENCE." Educational Psychology in Polycultural Space 56, no. 4 (2021): 14–23. http://dx.doi.org/10.24888/2073-8439-2021-56-4-14-23.
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The article is devoted to the problem of the influence of gender identity on the professional self-determination of modern boys and girls. The problem is relevant in connection with changes in gender stereotypes of masculinity - femininity. The paper presents the results of an experimental study aimed at identifying the influence of gender identity on the professional self-determination of boys and girls. The following psychodiagnostic methods were used in the study: “A question-naire to identify the motives of professional choice”, “Questionnaire of motives for choosing a profession”, “Methodology for studying professional identity statuses” (A.A. Azbel, A.G. Gretsov), a questionnaire to determine the degree of gender identity (S. Bem), a questionnaire “Who am I?” (M. Kuhn, T. McPartland). The results showed that both in the sample of girls and in the sample of boys, the formed professional identity prevails. Such young people are focused on making a conscious choice of further professional path or have already made such a choice. Also, based on the results obtained, it was concluded that mostly girls and boys are character-ized by a gender typed Self-concept, their answers coincide with the feminine and masculine characteristics of the personality, respectively. During the experiment, a significant correlation was established between gender identity and the motives of professional choice, as well as the status of professional identity. Thus, according to the results of the experimental study, it was concluded that gender identity affects the professional self-determination of modern boys and girls.
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Xu, Tian-Liang, Jiang-Nan Zhao, Yan-Yan Zhang, and Gai-Li Jing. "Correlation among academic self-efficacy, professional identity, and professional attitude of higher vocational nursing students†." Frontiers of Nursing 8, no. 1 (March 1, 2021): 43–47. http://dx.doi.org/10.2478/fon-2021-0005.
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Abstract Objective To analyze the influence of professional identity and academic efficacy on the professional attitude of higher vocational nursing students. Methods A total of 656 higher vocational nursing students were investigated with general information questionnaire, academic self-efficacy scale, professional identity scale, and professional attitude scale of nursing students. Results The score of professional attitude of higher vocational nursing students was (106.34 ± 9.86), which is found to be in the upper middle level. The professional attitude of higher vocational nursing students is positively correlated with academic self-efficacy (P < 0.05), and with learning ability self-efficacy (P < 0.01). Professional cognition, professional will, and professional values have a positive predictive effect on the professional attitude of higher vocational nursing students (P < 0.05). Conclusions Academic self-efficacy and professional identity are important predictors of professional attitude. Learning behavior self-efficacy, professional cognition, professional will, and professional values have a significant impact on the establishment of positive professional attitude.
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Andrievska-Semenyk, O. "FUTURE PSYCHOLOGISTS PROFESSIONAL SDENITY FORMATION." Bulletin of Lviv State University of Life Safety 21 (July 31, 2020): 102–6. http://dx.doi.org/10.32447/20784643.21.2020.12.
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Abstract. The article is devoted to the professional identity mechanism formation features study of future psy-chologists during their studies in higher educational institutions (HEIs). Systematization of psychological knowledge about the development and formation of personality as a professional activity subject is extremely important. The author considers it expedient and perspective to supplement and expand this knowledge, aiming at improving and innovatively filling the higher education modern information educational space resources. After all, one of the key points of providing and receiving education is the creation of effective psychological conditions for the future professionals professional competence formation. Investigating the socio-professional adaptation of students of psychology, scientists pay special attention to the formation of their professional identity, as one of the most important factors in the future professionals professionalism and competitiveness formation. Despite the growing interest of researchers in professional identity, the question of forming the future practical psychologists professional identity remains open. Based on empirical and theo-retical research, the author attempted to identify features and stages of psychological aspects formation of professional identity in students of psychology, as well as to analyze the that determine the formation of personal and social identity in adolescence and early adulthood. Theoretical aspects of the relationship between professional identity and adaptation as a prerequisite for successful identification of a future psychologist are also analyzed. According to scientists, the iden-tity of a person is based on the culture with which he interacts, so there is an inseparable link between identity and socio-cultural environment. By the analogy, we can assume that professional identity develops in the interaction process with the professional environment, and this process begins at the stage of optation. The formed professional identity is the result of professional self-determination and adaptation complex processes, which is manifested in the awareness of the chosen profession and the professional community representative, ready to perform professional duties.
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Pfettser, A. A. "Digital Academic Environment and Professional Identity Development." Bulletin of Kemerovo State University 23, no. 4 (January 7, 2022): 985–94. http://dx.doi.org/10.21603/2078-8975-2021-23-4-985-994.
Повний текст джерелаАнотація:
Self-identity is a structural and dynamic system that develops as one’s living environment expands. During vocational training, professional identity acquires an integrating role in this system. Professional identity develops in the academic environment, which is expanding due to digitalization. The research objective was to identify the features of professional identity development in students in the conditions of academic digitalization and to determine the ways of psychological and pedagogical optimization of this process. The theoretical analysis is based on the general provisions of cultural and historical psychology, as well as on the methodology of the environmental approach in education. The contemporary academic environment demonstrated a lack of interpersonal interaction, which makes it difficult to enter the professional community and identify with it. However, the interactive character of the digital academic environment makes it possible to optimize the process of professional identity development. It comprises various information and communication platforms into a single media environment. Psychological and pedagogical technologies develop awareness and acceptance of professional values in the process of indirect interaction between students, teaching staff, and professionals.
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Moola, Shehnaaz. "Crafting, Constructing and Developing a Nurses’ Professional Identity Scale (NPIS)." Global Journal of Health Science 9, no. 7 (May 7, 2017): 21. http://dx.doi.org/10.5539/gjhs.v9n8p21.
Повний текст джерелаАнотація:
The main objective was to measure the professional identity of nurses and to evaluate the ways to measure and develop the Nurse’s Professional Identity Scale (NPIS) as perceived by Saudi student nurses. The study employed a quantitative research design to assess the measurement scale of Nurse’s Professional Identity. Data collection was done through a questionnaire from 442 student nurses, who have been recruited through a randomized sampling approach. A factor analysis identified five-factor dimensions within a multi-dimensional structure of 45 items. Factor 1 has been identified as the most important factor on self-presentation as most significant and important to the technique of constructing and forming a professional identity. Factor 2 has accounted for 5.62; Factor 3 has accounted for 5.14; Factor 4 has accounted for 4.29; and Factor 5 has accounted for 4.25. Factor 1 consisted of 16 variables and all items with loadings greater than (>0.3), which deals with self-esteem. It has been evaluated that the nursing professional identity scale can be used to adapt and assess the developing/forming stages of student nurses and the variables needed for constituting a professional identity. Self-presentation, self-image, self-esteem, self-categorization and self-concept are directly associated with certain activities, interventions, and approaches required to be developed.
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Szostak, Michał, and Łukasz Sułkowski. "The identity and self-perception of artists-managers." Problems and Perspectives in Management 19, no. 1 (March 25, 2021): 372–86. http://dx.doi.org/10.21511/ppm.19(1).2021.32.
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Manager’s and artist’s professional identities seem to be opposite, but there are many indications that this understanding is not justified in reality. Despite the contradictions, these two identities can intersect. The paper aims to define the characteristics of the artists-managers’ identity. The object of the study was qualitative research (n = 22) conducted in the form of in-depth interviews with key informants from the international environment. The practical objective was to verify common and contradicted features of the artist’s and the manager’s identities among artists-managers to understand the possibilities of reducing the intra-psychic tensions and ways of fruitful paradoxical thinking among managers and negative consequences for personalities and organizations. The study reveals common characteristics between the artist’s and manager’s identities and describes artists-managers’ identity. Although artists-managers experience diversity between both identities, they do not see them as contrary; they use paradoxical thinking, being experts in using personal seemingly contradictory characteristics to achieve outstanding performance. Acting in paradoxical contexts and focusing on the positive aspects of seemingly contradictory personal qualities, they find nonstandard creative solutions. By trying to understand and implement their self-construction, there is the possibility to reduce the intra-psychic tensions and negative consequences of seemingly opposite identities or goals among individuals in organizations. There is a synergy between the manager’s and artist’s identities. Understanding the nature and attributes of artistic creativity, aesthetic theories and the phenomenon of artist-manager’s identity can be a valuable contribution to the practice of management and organizational life.
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Tafazoli, Dara, and Sajad Sadeghi. "A Comparative Study on the Professional Identity of Current and Prospective Teachers." International Journal of Virtual and Personal Learning Environments 8, no. 2 (July 2018): 24–45. http://dx.doi.org/10.4018/ijvple.2018070103.
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The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers' perceptions of professional identity and current teachers' self-perceptions. To meet the end, the researchers applied the Teachers' Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers' perceptions of professional identity and the current teacher's self-perceptions.
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ROYSE, DAVID. "SELF-IDENTITY AS A HELPING PROFESSIONAL: AN EXPLORATORY STUDY." Psychological Reports 68, no. 4 (1991): 1207. http://dx.doi.org/10.2466/pr0.68.4.1207-1208.
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Golczyńska-Grondas, Agnieszka. "Professional Identity and Self-concept of Estonian Social Workers." European Journal of Social Work 14, no. 4 (December 2011): 579–80. http://dx.doi.org/10.1080/13691457.2011.642112.
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Yazan, Bedrettin. "TESL Teacher Educators' Professional Self-Development, Identity, and Agency." TESL Canada Journal 35, no. 2 (December 31, 2018): 140–55. http://dx.doi.org/10.18806/tesl.v35i2.1294.
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Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions.
À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.
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Royse, David, and Elizabeth Lewis Rompf. "Self-Identity as a Helping Professional: An Exploratory Study." Psychological Reports 68, no. 3_suppl (June 1991): 1207–8. http://dx.doi.org/10.2466/pr0.1991.68.3c.1207.
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640 respondents to a statewide telephone survey were asked if they consider their jobs or occupations to be one of the helping professions. Two-thirds of the respondents answered affirmatively. These data suggest the public does not know the attributes of a profession.
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Atroshchenko, Tetiana. "SCIENTIFIC PROJECTIONS OF THE PHENOMENON OF PROFESSIONAL IDENTITY OF FUTURE EDUCATORS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 15–18. http://dx.doi.org/10.24144/2524-0609.2021.48.15-18.
Повний текст джерелаАнотація:
One of the fundamental scientific problems that have interested scientists today is the problem of professional identity, that is, the transformation of the personality into a professional whose relevance has been determined by the significance of professional activity both for society and for each future specialist. We belive that in the conditions of globalization, professional identity can be considered as the main determinant of professional development of personality and the main characteristic of the subject of labor. The purpose of the article is the theoretical substantiation of the phenomenon of professional identity of future educators. In order to realize the aim of the research, we have used such theoretical methods as − systematic and structural analysis and systematization of philosophical, psychological and pedagogical works that made it possible to substantiate the researched phenomenon; pedagogical analysis and synthesis, classification and generalization - to clarify the essence of key conceptions of the research. We have conducted theoretical analysis which allows us to determine professional identity as a systemic, dynamic, multilevel psychological phenomenon, which has directly been related to professional self-determination, professional self-consciousness and professional development. We have distinguished personal features that determine the formation of professional identity: harassment, self-esteem, value and responsibility. We believe that professional identity is the most important factor of person's psychological well-being, because it has provided a sense of stability of the surrounding world and confidence in their power. In our opinion, the criteria for the successful process of becoming a professional identity of future educators have been: positive self-esteem; level of harassment; satisfaction from doing of professional tasks and a positive attitude towards professional activity; responsibility for the implementation of the norms, rules of professional activity and requirements relating to the personality as a professionalist; the adoption of norms and values inherent in a professional community; academic success. Achievements of professional identity have occured exclusively in the process of self-development, in the context of vocational training and successful integration of future educators into professional environment. We have been convinced that the formation of professional identity of future educators should be the strategic goal of the national educational system.
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Crossley, Jim, and Pirashanthie Vivekananda-Schmidt. "The development and evaluation of a Professional Self Identity Questionnaire to measure evolving professional self-identity in health and social care students." Medical Teacher 31, no. 12 (January 2009): e603-e607. http://dx.doi.org/10.3109/01421590903193547.
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Smolyar, Antonina Ivanovna, and Svetlana Gennadyevna Zogol. "Extracurricular educational activities for prospective teachers’ professional identity development." Samara Journal of Science 10, no. 3 (September 1, 2021): 283–88. http://dx.doi.org/10.17816/snv2021103315.
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The influence of extracurricular educational activities at the university on prospective teachers professional identity development has been grounded on the basis of literature on psychology and education analysis, as the influence reflects the professional identity related to axiological definition of life in profession and a semantic system uniting determination of oneself and ones profession. The authors define professional identity, teachers professional identity, a complex of methods evaluating students professional identity development dynamics, and clarify the scientific concept of extracurricular educational activities at the teacher training university. In this work it is understood as an interaction of teachers and students outside the learning process aimed at students personality formation as a subject of prospective professional teachers work, professional identity, self-perfection, self-education and self-development. Extracurricular educational activities at the teacher training university are regarded by the authors as a part of prospective teachers education and professional training. The empirical studies of the professional identity carried out by the authors reflect the role and place of extracurricular educational activities at the teacher training university, as well as their forms and methods for the development of the researched object. Forms, methods and ways of extracurricular educational activities at the teacher training university promoting prospective teachers professional identity development were identified and verified experimentally. The recent study makes it possible to assume that the prospective teachers professional identity results from extracurricular educational activities at the university.
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Hilel, Anat, and Antonia Ramírez-García. "The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools." Education Sciences 12, no. 4 (April 17, 2022): 285. http://dx.doi.org/10.3390/educsci12040285.
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(1) Background: This paper examines the elements essential to effective teacher professional development (TPD) and the relationship between various professional environmental factors (professional learning community perceptions, self-efficacy, professional identity, principal’s transformation leadership patterns), TDP in primary education schools, and TDP prediction. (2) Methods: Data were collected during the 2020 school year from 412 teachers in primary education schools in five Israeli districts. The professional learning community, self-efficacy, professional identity, transformation leadership patterns, and TPD scales were used to collect data. Descriptive statistics, Pearson moment-product correlation, and multiple regression analysis were used for data analysis. (3) Results: Overall, participants’ TPD was high (4.12 ± 0.83). Statistically significant correlations were observed between TPD and four independent variables (0.41–0.64; p < 0.0001). No significant associations were seen between TPD and work-related characteristics. TPD differences were observed in participants with different educational levels (F = 4.63; p = 0.003). Higher TPD levels were predicted by perceptions of the principal’s transformation leadership patterns, self-efficacy, the professional learning community, and education (F-ratio = 57.85; adjusted R2 = 0.50; p < 0.001). Conclusions: The present study attests to the importance of the school principal’s leadership patterns for TPD, alongside the contribution of self-efficacy, professional learning community, and professional identity.
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Li, Cheng-Tuan, and Yong-Ping Ran. "Self-professional identity construction through other-identity deconstruction in Chinese televised debating discourse." Journal of Pragmatics 94 (March 2016): 47–63. http://dx.doi.org/10.1016/j.pragma.2016.01.001.
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Farozin, Muh. "COUNSELOR PROFESSIONAL IDENTITY OF COUNSELOR PROFESSION EDUCATION." Jurnal Cakrawala Pendidikan 38, no. 1 (February 8, 2019): 104–19. http://dx.doi.org/10.21831/cp.v38i1.22515.
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This paper describes professional identity of counselor educators teaching in a counselor profession education in Indonesia. The counselor identitiy was explored using a self-reported semi-open questionnaire and a focus-group discussion. Using the questionnaire, the couselors self-assessed their competency level of 75 competence-statement based on the government’s regulation. Their self-assessed level of competencies was compared to factors like age, teaching experiences, professional development as well as their self-efficacy toward the counselor competencies mandated by the government. To confirm the survey findings, a focus-group discussion was held and revealed culture-specific competencies that were not explicated in the regulation but deemed an important characteristic of the counselors’ identity. The study found that the counselors described themselves having average level of the mandated competencies and developing culture-specific competency related to technology literacy. The findings provide recommendation to set up context-suited professional development training that prepare the counselors for teaching in the profession training.
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Brandtzaeg, Petter Bae, and María-Ángeles Chaparro-Domínguez. "From Youthful Experimentation to Professional Identity: Understanding Identity Transitions in Social Media." YOUNG 28, no. 2 (March 25, 2019): 157–74. http://dx.doi.org/10.1177/1103308819834386.
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The process of self-presentation is significantly complicated for people growing up with social media. Many individuals have time-stamped digital footprints in social media from early youth to adulthood. However, little is known about long-term consequences for these individuals, their experience of time and their identity transition from youthful experimentation to a professional identity in social media. Through 15 in-depth interviews, our study explores challenges concerning identity transition and impression management in social media for young adults who have recently entered working life as journalists. Our participants described how they curated their image and self-censored both their previous and current self-generated content in social media. We also find that many have actively opted for passive and peace-keeping self-presentation and use of social media or for turning their usage into private messaging platforms, masking their online identity. Some participants indicated they felt trapped by their own identity making in social media.
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Karpova, Olga Leonidovna, and Albert Yakovlevich Nain. "Students’ professional identity development through a sense-making activity." Samara Journal of Science 6, no. 2 (June 1, 2017): 230–33. http://dx.doi.org/10.17816/snv201762307.
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The authors of the paper have identified key challenges that make the process of students professional identity development difficult in modern society. The research is based on the study of needs of society, regulatory framework, as well as the authors own teaching experience. The authors found controversies that led to the scientific problem of students professional identity development through a sense-making activity. The paper contains an extensive theoretical basis that helps to identify the essence of students sense-making activity as a psychological and pedagogical problem. The authors analyze recent researches related to students semantic education development. They develop and illustrate the structure of students sense-making activity, which includes the following substantial components: identity, cognitive, motivational-semantic and value-regulatory components. The components of the developed structure perform determination and regulation functions of professional activities, development, self-development and self-identity as the basis for students professional identity development. The paper contains criteria for sense-making activity structure assessment: passion, professional activities; breadth of interests; professional identity; self-conscious and finding the meanings of professional activity in the system of life goals, plans and programs. The authors formulate pedagogical conditions promoting effective professional identity development of university students through a sense-making activity.
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Поляков, Александр, Aleksandr Polyakov, Николай Лавров, Nikolay Lavrov, Валентин Сысоев, and Valentin Sysoev. "Formation of Professional Identity in Work Subjects." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 1 (March 27, 2019): 42–46. http://dx.doi.org/10.12737/article_5c8f419d877d74.11313198.
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The purpose of the work was to study the processes of formation and development of professional identity. The object of this article is professional identity. The subject of the research is the formation and formation of the professional identity of a specialist. The socio-psychological vision of the I-concept of a specialist has been determined. The main components of the development model of the professional identity of an expert in an organization are presented, their content is described. Special attention is paid to the psychological mechanisms of the formation of professional identity: social categorization, identification, alienation. The authors note that the development of professional identity for professionals is better understood as one of the aspects of their socialization in the field of professional activity. In the article, on the basis of a comprehensive theoretical analysis of approaches to the problem of the development of the professional identity of a specialist in an organization that exists in domestic and foreign psychology, a theoretical model of this phenomenon has been built. It can be argued that the formation and development of a positive professional identity is considered the result of the activities of certain psychological mechanisms that are triggered by the basic needs of the individual. The starting point here is the appropriate level of growth of the professional self-consciousness and the “I-concept” of the individual. Professional identity is represented in the “I-image”. Based on a theoretical analysis of the problem of identity formation, the authors identified several factors that influence the development of identity. The main factors are: society and its structure, information environment, elements of collective activity, psycho-physiological characteristics of a person.
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Ilyushina, A. V. "PROFESSIONAL IDENTITY DEVELOPMENT IN FOREIGN LANGUAGE CLASSROOM: MEDICAL STUDENTS’ SURVEY." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 9, no. 3 (September 30, 2021): 239–48. http://dx.doi.org/10.23888/humj20213239-248.
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The article deals with the peculiarities of the development and assessment of medical university students’ professional identity in a foreign language classroom. The main purpose of the study is to determine whether medical students are aware of the possibilities of their professional self-realization, what are their plans and motives regarding further career, as well as to identify possible ways to improve and develop their professional identity and positive professional image. It is successfully carried out while studying the future profession and its characteristic features through the comparative analysis of the Russian and foreign educational systems, medical professional activities in different countries of the world. The expediency of a wider use of active learning technologies in the educational process of a modern medical university in order to intensify self-determination and self-identification of students is shown. The results of a survey of medical university students are presented. It is revealed that future doctors come to the profession quite consciously, but at the same time they are practice-oriented and narrowly focused. It is concluded that there is a need to expand students’ ideas about the prospects and opportunities of their future profession, while a foreign language class can serve as a good platform for the development of a positive professional “Self-image”. It is shown that professional identity development in a foreign language class can be focused on several aspects: direct — working with professionally oriented foreign language skills as a component of a positive “I-image” of a specialist and indirect — having an impact through the studied content, formation of an attitude towards the chosen profession.
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Heled, Einat, and Nitza Davidovitch. "An Occupation in Search of Identity—What Is School Counseling?" Journal of Education and Learning 9, no. 5 (September 17, 2020): 215. http://dx.doi.org/10.5539/jel.v9n5p215.
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This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one’s professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one’s professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women.
Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor’s role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy.
The research findings show that the structure of the counselor’s work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.
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Sadovnikova, Nadezhda Olegovna. "THE CONFLICT OF PROFESSIONAL SELF-DETERMINATION AND PROFESSIONAL IDENTITY CRISIS AS A PSYCHOLOGICAL BARRIER PROFESSIONAL DEVELOPMENT." Sovremennye issledovaniya sotsialnykh problem, no. 10 (November 19, 2016): 115. http://dx.doi.org/10.12731/2218-7405-2016-10-115-125.
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Shcherbakova, Olga, Irina Sokolovskaya, Andrey Chernykh, and Venera Midova. "Research and assessment of the level of self-determination of the student's personality for future professional activity." E3S Web of Conferences 210 (2020): 19031. http://dx.doi.org/10.1051/e3sconf/202021019031.
Повний текст джерелаАнотація:
Presentation of research scientists towards the study of the development potential of the individual and her professional identity; provide a description of the various types of self-determination, justifies the common and what distinguishes professional and personal identity. The authors describe a complex of research and assessment of the level of professional orientation of students and undergraduates of Plekhanov Russian University of Economics. The authors presented the author's vision of 3 blocks of psychotechnologies: teaching, developing and information and communication, the use of which in the educational process of the University, will increase the level of their professional orientation and identity. The empirical part shows the selection, methods and procedure of the process of changing professional orientation and identity, as well as the procedure for processing the data obtained. The article also presents the results of a psychodiagnostic study of professional self-determination and professional identity in students of Economics, direction, students of technical orientation in the field of IT technologies, students of psychology: after conducting classes using various psychotechnologies-the results in the group of IT students have not changed much, most students have a pronounced status of "achieved professional identity"; most psychology students have become more understanding of their professional activities-they are characterized by the status of "moratorium"; the vast majority of Economics students have shown a formed professional identity and a high level of professional readiness.
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Slay, Holly S., and Delmonize A. Smith. "Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities." Human Relations 64, no. 1 (November 10, 2010): 85–107. http://dx.doi.org/10.1177/0018726710384290.
Повний текст джерелаАнотація:
While there is growing interest in professional identity construction (e.g. Clarke et al., 2009), little is known about how stigma may influence the development of professional identity. Professional identity is defined as one’s professional self-concept based on attributes, beliefs, values, motives, and experiences (Ibarra, 1999; Schein, 1978). Professional identity construction under conditions of stigmatized cultural identity presents an interesting puzzle. Professional roles are defined as prestigious and provide the role holder with autonomy (Benveniste, 1987) and, often, a degree of privilege. However, stigmatized persons are often accorded little prestige and/or privilege because their identities are tainted. Thus, the purpose of our research is to build and enrich theory around professional identity construction by investigating the development of professional identity under conditions of stigmatized cultural identity. To accomplish this goal, we study narratives written by 20 prominent African American journalists (Terry, 2007) who discuss what it means to be both Black and reporters.
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Khakimoma, Nailya, Rezida Khusnutdinova, Rustem Galiev, Lenar Galiev, Svetlana Chirkova, and Tatyana Garnysheva. "Professional identity and methods of its study." SHS Web of Conferences 97 (2021): 01044. http://dx.doi.org/10.1051/shsconf/20219701044.
Повний текст джерелаАнотація:
The article is devoted to the phenomenon of “professional identity” as a psychological-pedagogical category. The article deals with the content of the concept of “professional identity” in the works of domestic and foreign authors; data are given in accordance with which, in the works of foreign authors, professional identity is associated with personal self-improvement and professional development; is considered as an element of personal identity. The formation of professional identity is influenced by the social aspects of life and the factors of becoming a professional. The authors emphasize that domestic scientists designate a professional identity: as a product of professional and personal development; as an integral part of personal identity. Therefore, the work pays special attention to the psychobiographical approach to the study of professionalization.