Professional Identity as a Development Factor for Prospective Seafarers’ Maritime English Communicative Competency

The professional identity of a counselor educator develops primarily during an individual's doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups were conducted with three cohorts of doctoral students in counselor education (N = 18) to identify the experiences that contributed to their professional identity development. The findings identified that (a) programmatic goals to develop professional identity align with the experiences most influential to CEDS, (b) experiential learning opportunities enhanced CEDS professional identity development, (c) the relationships with mentors and faculty contribute to their identity as a counselor educator, and (d) being perceived as a counselor educator by faculty is influential in professional identity development. Implications for counselor education and the counseling profession are discussed.Keywords: consensual qualitative research, counseling, counselor education and supervision, doctoral student development, professional identity developmentProfessional identity development is central to counseling professionals' ethical practice (Corey, Corey, & Callanan, 2010; Granello & Young, 2012). The process of professional identity development is defined as the successful integration of personal attributes and professional training in the context of a professional (Gibson, Dollarhide, & Moss, 2010, pp. 23-24). Counselor education doctoral students (CEDS) develop their identity as counselor educators primarily during their doctoral preparation program (Calley & Hawley, 2008; Carlson, Portman, & Bartlett, 2006; Zimpfer, Cox, West, Bubenzer, & Brooks, 1997). Specifically, intentional experiences designed by faculty and/or initiated by CEDS during then-doctoral preparation program promote their professional identity development as counselor educators, supporting an effective transition into academia (Carlson et al., 2006). Counselor education doctoral programs employ diverse pedagogical strategies to promote their students' identity development (e.g., Zimpfer et al., 1997). However, the impact that the experiences and strategies developed within programs has on students and their professional identity has not been examined in previous research. Therefore, an increased understanding of CEDS' professional identity development might offer insight into pedagogical experiences that enhance doctoral students' transition from counseling practitioners to faculty members in higher education (Calley & Hawley, 2008; Magnuson et al., 2003).Professional identity development within counselor education can be described as both an intrapersonal and interpersonal process (Gibson et al., 2010). The intrapersonal process is an internalization of knowledge shared by faculty members and supervisors (e.g., recognizing personal strengths; areas of growth in academic roles). The interpersonal process develops during immersion into the norms of the professional community (e.g., submitting manuscripts for publication, presenting papers at conferences, teaching courses). These two developmental processes co-occur while counselor education trainees are conceptualizing their specific roles and tasks within academia.Within counselor educators' professional identity development, three primary roles emerge: (a) teaching and supervision, (b) research and scholarship, and (c) service (Calley & Hawley, 2008). An exploration of the tasks and/or experiences that facilitate doctoral students' understanding of their future roles as counselor educators is needed (Calley & Hawley, 2008; Gibson et al, 2010). Carlson and colleagues (2006) developed a conceptual model of professional identity development in counselor education consisting of seven roles or tasks: (a) program expectations, (b) teaching and supervision, (c) research, (d) publications, (e) grants and funding, (f) service and conferences, (g) networking, and (h) professional development. …

The professional identity of counseling is an issue that has long been discussed in the counseling literature (Auxier, Hughes, & Klein, 2003; Gale & Austin, 2003; Goodyear, 1984; Hanna & Bemak, 1997; Hill, 2004; Leinbaugh, Hazler, Bradley, & Hill, 2003; Ramsey, Cavallaro, Kiselica, & Zila, 2002; Swickert, 1997). Discussions have ranged from the developmental process of individual identity experienced by Master's level students (Auxier et.al., 2003) to challenges related to the development of professional counselors' collective identity (Gale & Austin, 2003). Singular aspects related to professional identity, such as scholarship have been explored (Ramsey, et al., 2002) as have specific qualitative characteristics related to counselor educators, such as wellness (Hill, 2004; Leinbaugh, Hazler, Bradley, and Hill, 2003). Specific sub-groups of the profession, such as the professional identity of doctoral graduates of counselor education programs in private practice (Swickert, 1997) and counseling psychologists (Mrdjenovich & Moore, 2004; Nastasi, 2002) have also been examined. Goodyear (1984) has emphasized an appreciation of the history of the counseling profession and the unique skills of the counselor as paramount. Likewise, Mrdjenovich & Moore (2004) have described a sense of connection to the values and emphases of the profession (i.e., historical factors influencing the profession) as critical to professional identity development in counseling. In addition to the scholarship dedicated to issues of professional identity in counseling, the topic has also been prominent at professional meetings and conferences, in newsletter articles (Counseling Today, 2007), and on listserves (CESNET-L, 2007), as well as through other informal communication means. Several recent activities have further illuminated the significance of professional identity in the field of counseling. The Council on Accreditation of and Related Educational Programs (CACREP) has promulgated specific standards related to professional identity to ensure that the development of professional identity is a key focus of counselor education (CACREP, 2009). The American Association's (ACA) Governing Council has also identified increasing public awareness of counseling and counselors as one of its top six priorities (Counseling Today, 2006). Finally, ACA's project 20/20: A Vision for the Future of Counseling (Counseling Today, 2007) has illustrated the continued commitment of the profession towards increased visibility. This project, led by a diverse group of leaders in the field, provides the blueprint for promoting the field of counseling and identifies the continued need for increased unification, and synergy within the counseling profession. Four of the seven major areas for which all efforts of the plan will be directed include: strengthening identity, creating licensure portability, expanding and promoting the research base of professional counseling, and improving public perception and recognition of counseling (Counseling Today, 2007). Each of these issues is viewed as essential to the counseling profession's continued success. Currently there are various efforts related to the development of establishing professional identity of counseling (Auxier, Hughes, & Klein, 2003; Gale & Austin, 2003; Goodyear, 1984; Hanna & Bemak, 1997; Hill, 2004; Leinbaugh, Hazler, Bradley, & Hill, 2003; Ramsey, Cavallaro, Kiselica, & Zila, 2002; Swickert, 1997). Despite the vast scholarship, specific accreditation standards (CACREP, 2009), and broad-based efforts by the American Association (2007) to promote increased visibility of the counseling profession as a significant force in mental health treatment, the literature overall lacks concrete steps to move from conceptualizing professional development to operationalizing professional identity in the everyday lives of counselors. …

Vocational training at Colleges is grounded with the integration of the theory and practice. Training of students from the general practie nursing study programmes is directed not only by the documentation of the Ministry of Education and Science of the republic of Lithuania, but by the guidelines and directives of the European Union, where is indicated that practice should const not less than 50 percent of the general study length. Researchers, who study the processes of professional identity (self)development and the factors, which infleunce this development, accentuate the imortne of the integration between theory and practice and indicate that in theoretical and practical studies students develop their professional identity. Research subject is the professional identity levels among students from General practic study nursing programmes at Lithuanian Colleges. Aim is to highlight the relationship between the professional identity levels and their forming factors among students from general practice study programmes at Lithuanian Colleges. Research questins are the following:What are the factors, which form the (self)development of professional identity? In which levels of professional identity are students from general practice study programmes at Lithuanian Colleges. In research participated 246 students, who represent the second study year students from General practic study nursing programmes at Lithuanian Colleges. Sampling was purposeful. The research had been performed on March-April 2013, when thee students completed the part of the special study subjects, and had study practices in the first study year. Results highlighted that the bigest part of the sample are in strong position of the professional identity moratorium. The most important factors, which influence positively the development of the professional (self)identity, according to research participants, are the professional readiness of teachers in nursing, their relationships with patients and the health care personnel. The strength of the professional (self)identity of students is colsely related with the nursing experience of teachers, their cooperatoin with patients and health care personnel. doi:10.5200/sm-hs.2013.099

In recent research on career development, job retainment, and vocational education and training (VET), professional and vocational identification processes and identity development have proven to be key to forming a strong commitment to a profession and/or employer and to lead to better performance and satisfaction at work, resulting in fewer resignations (van Dick et al., 2004;van Dick, 2017). Empirical findings indicate that professional and vocational identification processes and identity development can be supported in experienced workers, novice workers, and students in vocational training programs. However, little is known about the conditions necessary for either explicitly promoting professional identification and identity development or how to provide adequate space for their development at different career stages (e.g., apprenticeship, professional development in mid-career, re-education, or career transitions). Therefore, this Research Topic deals with the development, predictors, and effects of vocational and organizational identification in VET in multiple domains and professions. The objective of this editorial is to provide an overview of the research perspectives and aims of the articles presented in this Research Topic. It will shed light on current theoretical approaches, empirical research on professional identity, and identification development in different countries, in a variety of professions, and across career stages. According to Godfredson's Career Choice Theory, unconscious processes influence the development of young peoples' career aspirations. Mutlu et al. present a newly developed approval-sensitive career orientation workshop called "Logic of Career Choice", which was designed to encourage youths to reflect on unconsciously developed career preferences and excluded career options. Results from their quasi-experimental study with a control and treatment group of more than 1500 secondary students indicate that this workshopmoderated by decision-making certainty -can improve career choice by promoting reflection on needs and career-related activities. Thus, the study provides an impetus for designing approval-sensitive career orientation.Teachers' identification with their profession is assumed to correlate with their professional behaviour and desire to remain in the profession. In a longitudinal study (four measurement points, 79 vocational teachers in Germany) Weiß et al. investigated two conditions of teachers' identification development during teacher training: perceived autonomy support and autonomy thwarting behaviour of seminar teachers. Cross-lagged panel analyses show that professional identification after six months of teacher training significantly predicts the intention to remain in the teaching profession half a year later. Significant cross paths describe positive effects between professional identification and autonomy support, and negative effects between professional identification and autonomy thwarting.Vocational identification, crucial for both individuals and organizations, denotes alignment with one's career and employer. It fosters positive emotions and job satisfaction for employees and enhances performance and bolsters retention for employers. Amid demographic shifts and declining full-time work, securing young talent early and preventing attrition during apprenticeship is vital. Research underscores the correlation between vocational identification and satisfaction, retention, and performance. However, scant attention has been paid to apprentices' identification in vocational programs. In the study by Wuttke et al. factors affecting apprentices' identification are explored, particularly training quality and trainer competence. Results indicate that strong identification with both the career and the organization is largely driven by quality training and job satisfaction.Thole's contribution outlines a mixed methods approach to identity development in VET in Germany. Through analysis of longitudinal case studies and curricular documents, the impact of a new VET curriculum for the retail sector on learners' vocational identity is explored and current research designs and relevant theoretical approaches are reviewed. Data collection and analysis culminate in a theme-centered process analysis. Exemplary cases demonstrate the effectiveness of the approach in understanding individual identities and generating broader insights into the identity development of VET learners. The potential of the approach for pedagogical design support is discussed. Summarizing these research-based discussions, it is important to keep in mind that for companies, recruiting and retaining well-trained workers has become a major challenge that is expected to continue in the foreseeable future. Many economies are struggling with shortages in qualified labour force, which will intensify drastically in the coming years (Cedefop, 2016, p. 59). Identification therefore is a key objective of all VET programs (Heinrichs et al., 2023). In this time of instability, as industries face rapid technological advances and changing economic landscapes, identification with training institutions and occupations will be both challenging and of crucial importance.

A gestão escolar e a formação continuada desempenham um papel fundamental na construção da identidade profissional dos educadores. A identidade profissional é um conceito complexo que envolve a noção de subjetividade social, ou seja, a forma como os profissionais se percebem e são percebidos em seu contexto de trabalho. A construção da identidade profissional dos educadores ocorre em diferentes contextos, incluindo a formação inicial, a prática docente e a interação com a comunidade escolar. Nesse sentido, a formação continuada é essencial para o desenvolvimento profissional e a construção da identidade, pois permite que os educadores atualizem seus conhecimentos e habilidades, além de refletir sobre sua prática e identidade profissional. A gestão escolar também desempenha um papel importante, pois pode influenciar a forma como os educadores se sentem valorizados e apoiados em seu trabalho, o que pode impactar diretamente na construção de sua identidade profissional. Portanto, é fundamental que as escolas e os sistemas de ensino priorizem a formação continuada e a gestão escolar eficaz, visando apoiar o desenvolvimento profissional e a construção da identidade dos educadores.

Instructional design (ID) education is increasingly moving from a modelbased to a design-based approach, prompting renewed attention on requirements to align students’ and practitioners’ professional identities. Yet there is little current understanding of how traditionally-used pedagogies, such as project-based learning (PjBL), contribute to the necessary identity development of students. This project aims to identify connections between students’ development of professional identity and elements of PjBL, based on a two-year case study of an ID graduate course in Romania. Data was generated via observations, focus groups, written reflections and questionnaires. First, using established PjBL concepts, such as related cases, cognitive tools and contextual support, I examine how the course design was deployed and received by the students. Second, using Communities of Practice concepts, such as mutuality of engagement and trajectories, I analyse how students developed their professional identity during the course. Third, I integrate the two perspectives to identify connections emerging throughout the stages of the course. The findings suggest that incorporating interactions with clients in student projects benefits students’ development of professional identity, by facilitating a more complex accountability to a joint enterprise which, in turn, lessens the need for contextual support from teachers. Yet students’ existing repertoire of problem-solving, reflection and teamworking skills influences how they use and benefit from elements of PjBL, such as related cases and cognitive and collaboration tools. Additionally, those student teams engaging in joint effort, as opposed to dividing labour, make richer use of the cognitive tools provided, leading to a more inbound trajectory into ID identity. The analysis has implications for the effectiveness of PjBL courses, as well as for interventions designed to develop students’ professional identity. Moreover, the theoretical analysis widens current perspectives about the dilemmas and difficulties experienced by students trying to make the transition into professional life.

Aim/Purpose: This study aims to uncover how Social Network Sites (SNSs) active users who are eager to be knowledgeable about a specific domain develop a professional identity, what practices they use, and how do SNSs afford professional identity development. Background: Some researchers have shown that SNSs play a central role in personal development, but there is a lack of studies tracing the actual role of SNSs affordances in professional identity development. Methodology: Seven participants were followed during a whole year; we examined their professional identity development based on data collected from interviews, cued retrospective reports, and online activities. Contribution: The study shows that SNSs create a new context for professional identity development, a context whose new characteristics bring specific actors to a spectacular development in their professional identity. Based on the findings we suggest a new framework of professional identity development with SNSs. Findings: We identified a wide range of activities and changes in the perceived professional identity. We found that there are four phases of SNS’s professional identity development. The study also uncovers the three aspects of identity development: self-presentation, around-the-clock sociality, and interaction with information. The model of professional development through intensive use of SNSs is validated by our reports on the actual behaviors afforded by SNSs. Recommendations for Practitioners: The conceptual framework displayed in the article can help educational institutions to implement SNSs in order to enhance professional identity development. Guidance will allow students to handle self-presentation, sociality, and information management. By doing so, the guides will help achieving meaningful SNS activities and encouraging students to be involved in their fields of interest, thereby enhancing their professional identity. Future Research: Future studies may examine the implementation of SNSs for the exploration process leading to identity development in various educational institutions. A few years longitudinal study may examine the lifelong professional identity development in varied SNSs. Moreover, in the COVID-19 world crisis when life is in digital spaces more than ever, it will be interesting to study the role of SNSs of professional identity development in the population that lost their jobs.

The aim of this article is to achieve greater understanding of the relationship between professional teacher identity and agency. From our perspective, agency is a necessary consequence of the process of construction and development of professional teacher identity. On this basis, we conducted a qualitative study involving analysis of the subjective learning experiences of three future teachers engaged in their final year of training. We analysed these experiences using a previously published analytical model based on the positional changes that occur as a consequence of the evaluation of certain objects that are key to professional identity. Our results allow us to confirm that in the case of subjective learning experiences involving positional changes, agency is key to the consolidation of an enabling professional identity.

The role of Doctor of Nursing Practice programs' mission, vision, and values statements in the development of students' professional identity: A qualitative study

Introduction: This journal presents the outcomes of a meticulous systematic review investigating the interconnection among college students' professional values, professional identity, and learning engagement within the realm of higher education in China. The primary objective is to underscore the significance of instilling professional values and identity in students, delving into their impact on motivation, professional aspirations, and overall learning encounters. The study employs a rigorous methodology, entailing an exhaustive exploration across diverse academic databases to locate and scrutinize existing literature on the subject. To fortify the reliability and validity of the findings, the chosen studies undergo a meticulous data extraction process and quality evaluation. Theoretical Framework: The study accentuates the relevance of integrating academic pursuits with career aspirations, fostering professional values, and cultivating a robust professional identity to enhance learning engagement among college students. The findings suggest that students exhibit heightened motivation and engagement when they discern a clear correlation between their academic pursuits and prospective employment. Additionally, the study underscores the pivotal role of school administration and curriculum design in acknowledging and nurturing professional values and identities. Higher education institutions are urged to create a conducive learning environment by incorporating activities and experiences aligning with students' career objectives. Methodology: The research employs a stringent methodological approach, encompassing an extensive search across academic databases to identify and analyze pertinent literature. The selected studies undergo thorough data extraction and quality assessment procedures to uphold the credibility and validity of the findings. Results: The evaluation of the research spotlights the imperative nature of harmonizing professional values, professional identity, and learning engagement for higher education institutions. This synthesis contributes to enhanced educational quality and better prepares students for future employment. The results indicate practical implications for educational administration, emphasizing the importance of curriculum design that seamlessly integrates professional values and identity development. Conclusion: In conclusion, aligning professional values, identity, and learning engagement is crucial for enhancing educational quality and preparing students for future employment. Practical implications stress the pivotal role of curriculum design in integrating professional values and identity development, with the study advocating ongoing research into their intricate relationship and impact on student achievement.

In university, students develop professionally in ways that affect their ability to find and retain jobs after graduation. Outlined curriculum goals ensure students gain conceptual understanding and practical skills, but throughout their enrollment, students also develop their professional identities in ways that are less understood. Positively formed professional identities gain students’ entrances into a professional community, making the transition to work more seamless [1], [2], however, scholars concernedly note that a large population of students face violence, natural disasters, and pandemics that disrupt their education and development [3]. This makes displaced students who are facing forced migration particularly vulnerable to an incomplete professional identity formation.Researchers have begun to study the challenges displaced students face as they develop professionally and personally towards gainful employment in resettlement contexts [4], [5], finding that displaced students negotiate and renegotiate both personal and professional identities [6], [7], [8] upon migration. This negotiation and competition of identity happens in ways that are socially embedded [9] and can impinge on students’ development.These issues may be particularly challenging for engineering students, where tightly structured curricula make disruptions even more problematic and where a sense of belonging and connection to peer groups are crucial to success [10]. However, we do not yet have a clear comparative understanding of displaced student experiences in engineering, nor do we understand how displacement contexts impact displaced student professional development broadly. To that end, this scoping literature review and research full paper seeks to summarize and characterize current research on the influences on professional identity development in displaced university students broadly, laying the groundwork for future discipline-specific research. The study describes the contextual barriers to displaced students’ professional identity development in multiple disciplines, and then focuses on engineering-specific issues and complementary supports. Preliminary findings indicate that engineering-specific nuances exist in professional identity development for displaced students based on discipline-specific values, attitudes, conventions, and approaches. Uncovering these nuances helps ensure educators better facilitate positive professional identity development in displaced engineering students across disciplines, which is aligned with the achievement of the sustainable development goals.

Introduction. The formation and improvement of the educational, professional and personal identity (self-attribution, self-definition) of students with disabilities is one of the important goals of educational processes in modernuniversities and an important area of scientific research and practical and applied development.Purpose setting. Purpose of the study is analysis of the problems of formation and development of educational, professional and personal identity of students with disabilities.Methodology and methods of the study. Research methods are theoretical analysis and synthesis of research results on problems of formation and development of educational, professional and personal identity of students with disabilities. The methodological basis of the study was a systematic approach to understanding the formation and development of educational, professional and personal identity of students with disabilities.Results. Currently, there are theoretical tasks to develop an integrative model of the formation and development of educational, professional and personal identity of students with disabilities. The leading role in this process is played by the value-semantic and activity aspects of the educational, professional and personal identity of students with disabilities, and their correlation. Conclusion. The author summarizes the results of a study of the formation and development of educational, professional and personal identity of students with disabilities. The theoretical significance and scientific novelty of developments in the field of formation and development of educational, professional and personal identity of students with disabilities are noted. The prospects for theoretical and empirical study of the problem of formation and development of educational, professional and personal identity of students with disabilities are related to the tasks of improving the quality and effectiveness of higher professional education.

The Nurse Leader’s Role:: A Conduit for Professional Identity Formation and Sustainability

This article offers insight into the universality of professionalism in legal education. It does so in the context of an evaluation of a unit that forms part of the Australian National University's Legal Workshop Graduate Diploma in Legal Practice. The evaluation is undertaken with reference to a Scottish vocational course and experience upon which the ANU Legal Workshop course is based. It also seeks to inform the debate about including the development of professional identity in pre-practice legal education. The evaluation of the ANU Legal Workshop unit involved a comparison of experiences in both ANU and the University of Strathclyde. The comparison indicates that legal professional identity has universal elements and that professional working can be embedded in students' learning even where that occurs wholly online. This suggests that the development of professional culture and professional identity can be encouraged to start prior to admission to practice.

Our professional identity refers to our sense of who we are and how we should behave as professionals. Professional identities are developed through socialisation processes: Established ways of knowing and doing are acquired and reproduced. The professional identities of health care professionals have implications for the realisation of health care reforms that require new ways of being and doing from clinicians. Tension and frustration can arise when professional identities are incongruent with reform directions. More knowledge is required about the professional identities of mental health care professionals-including clinical psychologists-so that they can be supported to develop professional identities that align with health care system reforms. We undertook a scoping review of existing literature aiming to (i) identify the relevant literature; (ii) review the literature quality; (iii) thematically summarise the literature findings; (iv) consult with clinical psychologists; and (v) identify recommendations for research, training and practice. A systematic database search (PsycINFO, CINAHL, Scopus and Web of Science) identified 24 relevant published articles and dissertations. Quantitative studies were excluded due to their markedly different research focus. Included studies were independently reviewed and findings summarised. Findings were organised around three themes: 'integration of personal and professional identities', 'intersectionality' and 'changes in professional identity over time'. Research quality issues were identified. The trustworthiness of the findings was corroborated in consultation with clinical psychologists. Clinical psychologists recognise their professional identities as being interrelated with their personal identities and changing over time. They recognised professional identity as important yet inadequately considered in the profession. The research area is emerging yet remains undertheorised and requires improved research methodologies. Future theoretically informed research is required to build up a credible research base to better understand the development of clinical psychologists' professional identities so that this process can be facilitated to enable the realisation of health care reforms.