Abstract
Any profession's components - social responsibility, specialized knowledge, autonomy of practice, and commitment for public service - are integrated through professional identity development. This study aims to determine the processes through which future specialists form their professional identity. Based on a qualitative design, using an inductive approach,29 narratives from first year Master students in human resources were analysed and themes referring to professional identity were defined. Presenting an emergent model, the study emphasizes the importance of professional learning in early professional identity development, highlighting how cultural mechanisms, students’ expectations and group dynamics help future specialists work autonomously and responsibly.
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