Reality and imagination in supervision

Background: The mentoring and leader–member exchange (LMX) literature suggests that the relationship formed between interns and their supervisors contributes to interns’ career development. Although interns and their supervisors evaluate their relationship quality differently, the quality of intern–supervisor relationship is often evaluated only by interns in the literature. Purpose: This study examined college intern-supervisor relationships from both the intern and supervisor perspectives. Methodology/Approach : The quantitative data were collected from 183 college intern-supervisor pairs in the United States by a survey questionnaire. Interns and supervisors both reported their weekly interaction frequency and their LMX quality. Interns also reported their perceived career support received from the supervisors and clarity of their professional identity. Findings/Conclusions: For both interns and supervisors, their interaction frequency was positively related to their evaluation of LMX quality. However, only interns’ perceived LMX led to a greater perception of career support, which in turn fostered a greater sense of clarity of professional identity among interns. Implications: The study highlights the importance of interaction frequency in the development of high-quality intern–supervisor relationships and intern–supervisor differences in evaluating the relationship. Guiding both interns and supervisors to develop relationships can benefit interns’ professional growth and better address employers’ recruitment needs through college internship programs.

Construction and deconstruction of student teachers’ professional identity: A narrative study

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

Developing a professional identity, as an engineer, has been the focus of engineering educators. However, previous research illustrates a lack of an integrated framework that conceptualizes the process to explain how individuals practice professional identities and what are the relations between educational design and such practices. We respond to this by proposing a conceptual framework that applies two main concepts: 1) a new concept of implied identity to refer to different aspects of professional identity perceived by individuals during their experiences and 2) Archer's reflexivity, as an internal dialogue, that mediates between individuals and their social context. We discuss implications of the framework for empirical studies and its contributions to engineering learning and assessment. To illustrate, we draw on empirical data from engineering students' collaborative work and apply the framework to compare different aspects of engineering identity as practiced by two groups.

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. …

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.

Статтю присвячено теоретико-емпіричному вивченню проблеми становлення професійної самоідентичності майбутніх психологів. Акцентується увага на необхідності врахування особливостей її структурних складових у професійній підготовці студентів-психологів. Теоретично обґрунтовано поняття «професійна ідентичність», «професійна ідентифікація», «професійна самоідентичність» і «професійна самоідентифікація». Професійна ідентичність розглядається як одне з важливих новоутворень особистості юнацького віку. Зазначається взаємозв’язок становлення професійної ідентичності з процесом фахового самовизначення. Встановлюється залежність ефективної самореалізації психолога в майбутньому від сформованості його професійної самоідентичності. Доводиться, що процеси когнітивного й індивідуального розвитку психологів в сукупності створюють основу для формування їхньої професійної ідентичності у процесі оволодіння фаховими компетентностями. Розглядається професійна ідентичність як динамічна структура, що розвивається і змінюється протягом всього життя людини. Професійна ідентичність визначається такими компонентами як екзистенційні, рольові та персональні самокатегоризації, що передбачає функціональне та екзистенційне споріднення людини і професії. Виокремлюються фактори, що здійснюють вплив на становлення професійної ідентичності майбутніх психологів. Аналізуються моделі професійної самоідентичності майбутніх фахових психологів. Акцентується увага на тому, що особистість майбутнього фахівця є однією із визначальних складових моделі успішного становлення його професійної самоідентичності. Визначається рівень усвідомленості студентами-психологами вибору своєї професії в процесі становлення їх професійної самоідентичності. Визначаються показники здатності досліджуваних студентів до самоідентичності. Виокремлюються чинники, що обумовлюють ефективність професійної самоідентичності студентів. Аналізується вплив психолого-педагогічних чинників на становлення самоідентичності досліджуваних.

Nursing students, during their study, experience significant changes on their journey to become nurses. A major change that they experience is the development of their moral competency. The purpose of this study is to explore the process of moral development in Iranian nursing students. A constructivist grounded theory method was adopted. Twenty-five in-depth, semi-structured, face-to-face intensive interviews with 22 participants were conducted from September 2013 to October 2014. All interviews were audio-taped, transcribed, and analyzed using writing memos and the constant comparative method. Participants and research context: The setting was three major nursing schools within Tehran, the capital of Iran. Nineteen nursing students and three lecturers participated in the study. Ethical considerations: The study was approved by the Tehran University of Medical Sciences Committee for Medical Research Ethics (92/D/130/1781). It was explained to all participants that their responses would be treated with confidentiality and that they would not be identified in any way in the research and any publication ensuing from the research. All participants agreed to be interviewed and signed written consent forms agreeing to the recording and analyses of the interview data gathered. Findings indicated three levels of moral development along with the formation of professional identity. The three levels of moral development, getting to know the identity of nursing (moral transition), accepting nursing identity (moral reconstruction), and professional identity internalization (professional morality), were connected to the levels of professional identity formation. The proposed model added a new insight to professionalism in nursing. From the findings, it was concluded that to enhance higher moral practice, nursing instructors should promote the professional identity of nursing students. Reinforcement of moral characteristics and professional identity within registered nurses occurs over a series of phases and, once fully integrated into the identity of nursing students, the moral characteristics that they acquire become part of their both professional and personal identities.

within which the construct is embedded. I will ‘own up’ straight away to trading on and perpetuating parts of the ‘folk epistemology of professionalism’ (Pels, 1999: 102) and I want to have my conceptual cake and eat it. I shall try to treat professionalism as ‘what it is’, a form of situated practice, and make some claims for a normative version of a sort professionalism which is neither ‘folk’ nor ‘post’. I also want to take professionalism as emblematic of something else, of certain general changes in the nature of, or possibilities of our lives within high modernism. I also want to acknowledge that I write here from personal experience, from within rather than simply about the practices of professionalism. This is one more contribution to the cacophony of voices which speak to, for and about teachers which are competing to be heard with more or less success. I want to argue here that professionalism is coming to its end, is being dislodged from its ‘precarious, glittering existence’ – that there is a profound shift underway in several of the ‘many independent forces which condition the formation of teachers’ professional identities in practice’ (Dillabough 1999: 390). A shift so profound that within the ‘post-welfare’ regime of social service, professionalism as an ethicalcultural practice, appears to have no place, no future. Mine then is a narrative of despair, of loss and pain and betrayal, though it should not necessarily be read as a story of tarnished glory – more like a fairy story about the struggle between the lesser of two, or more, evils. I take it that professionalism, as a pre-reform or un-reformed category, rests, in part at least — because it also has important structural and organisational features — on a particular relationship between the practitioner and their work, a relationship of commitment that is located within communal and internal dialogues. That is,

Introduction Understanding and supporting professional identity formation (PIF) among medical teachers has become increasingly important in faculty development programs. In this study, we explored medical teachers’ PIF in Indonesia. Methods We conducted a qualitative descriptive study using focus group discussions (FGDs) at four medical schools in Indonesia. Basic science and clinical teachers from four different schools were selected to participate. Data were transcribed, coded, and analysed to develop themes and subthemes. Results Seventeen FGDs were completed, involving 60 basic science and 59 clinical teachers. Four major themes regarding the formation of medical teachers’ professional identity emerged: an internal dialogue between intrinsic values and external influences, empowerment through early socialization, experiential workplace learning, and envisioning the future. The PIF process was similar for basic science and clinical teachers. Conclusion Our findings suggested that PIF among medical teachers in a non-Western setting is a continuous and dynamic process that is shaped by key socialization factors (e.g. role models, workplace learning, peer support), with significant influences from religious beliefs, family values, and societal recognition. Faculty development programs should consider the dynamic and continuous nature of PIF among medical teachers and encourage clinicians and basic scientists to explore their values and beliefs, realize their goals, and envision their future.

The professional police identity is fundamental to understand how police officers conduct their work. In decision making and acting, police officers maintain an internal dialogue with the police identity. The decisions taken and how police officers act are dependent on the individual’s interpretation of, and answer to, the question: Who are we, what do others expect from us, and what is our mission? It is, therefore, of great importance to reveal what constitutes the professional police identity and to deepen the understanding of how it is constructed. In this chapter, we show that improvedIntroduction 77 Professional Identities 78Selection and Distrust: The Pathway to a Strong Professional Identity 80 Selection 80Pride in Their Success 80 Strengths of Police Officers 81Distrust 82 Police Officers as Unwelcome 82 Police Officers as Prejudiced, Lying Fascists 83Contact with the Public in Police Work 83 Experiences of the Mass Media 85 Defenses 86Discussion 87 References 89knowledge about what comprises a professional police identity is crucial for a positive development in policing and better opportunities for police officers to act in secure and ethically defensible ways.

This qualitative study documented 14 experienced art therapists’ perceptions of their supervision experiences, professional identity, and development while engaged in the El Duende One-Canvas Process Painting (EDPP) supervision model. Four main themes emerged from the thematic analysis of the interviews: (1) the role of the canvas in supervision, (2) the model’s impact on professional development and identity, (3) the role of the group in the EDPP model, and (4) challenges during the supervision process. The discussion focuses on the canvas as an adjunct-internal visual supervisor supporting clinical work and the EDPP as a support for professional development and identity.

Similarly to therapists' interpretations, supervisors' constructions of their supervisees' therapeutic narratives emanate initially from complex internal processes which, during and after their articulation, undergo a sequence of amendments. These amendments occur in supervision when supervisors respond to validating responses of both the supervisees and the absent–present patients. Ogden (2005; International Journal of Psychoanalysis 86(5): 1265–80) recommends that supervisors develop tolerance toward ambiguity and doubts about the meaning of their supervisees' therapeutic narratives. I suggest that, in parallel, they need to develop tolerance toward ambiguity and doubts about formulating their constructions before and while articulating them. Such tolerance helps supervisors to bring their constructions closer to the supervisees' self‐experiences and to strengthen the sense of partnership with their supervisees in their struggle to understand patients' experiences and therapeutic processes.

Введение. Обсуждаемая проблема отличается исключительной актуальностью, поскольку именно от профессионального самоопределения студентов зависит формирование восприятия мира, выбор жизненной позиции и плана действия молодых людей. Цель исследования – разработать модель процессов развития профессионального самоопределения студентов педагогического колледжа. Материалы и методы. Использованы методы моделирования и целеполагания; методики «Опросник для определения профессиональной готовности (ОПГ)» Л.Н. Кабардовой, «Изучение факторов привлекательности профессии» модифицированный вариант методики И. Кузьминой, А. Реана, тест-опрос на устойчивость и продуманность профотбора. Результаты. Проведен анализ процессов развития профессионального самоопределения студентов и построено «Дерево целей» как результат исследования иерархии взаимосвязанных и взаимообусловленных целей. Системное целеполагание позволило разработать модель процесса развития профессионального самоопределения у студентов педагогического колледжа. Построение модели в соответствии с поставленными целями обеспечивает социальную направленность профессионального самоопределения студентов. В коррекционной работе использовались преимущественно групповые формы взаимодействия. Аналитический компонент модели представлен оценкой эффективности коррекционных действий, прогнозом и планированием дальнейшей деятельности. Обсуждение. Прогноз и планирование деятельности по развитию профессионального самоопределения у студентов педагогического колледжа предпринимали и другие авторы, новизна же нашего исследования состоит именно в предварительном моделировании названного процесса. Заключение. Для успешного профессионального определения студентов необходимо использовать методы моделирования, способствующие последовательной, пролонгированной деятельности всех субъектов исследуемого педагогического процесса. Introduction. The problem of studying a student’s professional identity at a pedagogical college is significant, because the young people’s’ perception of the world, the choice of their life philosophy and their life scenarios are unquestionably influenced by defining their professional identities. The aim of the paper is to model the process of defining students’ professional identities at teachers’ training college. Materials and methods. The paper is based on the following methods: the methods of modeling and goal-setting, L.N. Kabardova’s “Questionnaire for determining professional readiness (DPR)”, the modified version of I. Kuzmina’s method of studying attraction drivers of a job, A. Rean’s method, and the method of feedback forms on mental ballast and reasoning of vocational selection. Results. The research includes the analysis of the process of defining students’ professional identities. The “goal tree” is suggested as a result of researching the hierarchy of interrelated and interdependent goals. The system goal setting allowed to develop a model of the process of development of professional self-determination among the students of the pedagogical college. It was revealed that developing the model according to the set of goals provides students with the social focus of their professional identities. In corrective activities the group forms of interaction were mostly used. The analytical component of the model is represented by assessing the effectiveness of corrective work, predicting and scheduling further activities. Discussion. The paper also presents the recommendations for teachers on defining students’ professional identities at the teachers’ training college by taking into account the processes of forecasting and planning further activities. The novelty of the research is in attempt of modeling the process under investigation. Conclusion. For successful defining of students’ professional identities, it is necessary to use the method of modeling, which contributes to the consistent, prolonged work of all the participants of the investigated pedagogical process.

Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as one of the major trends in the process of enhancing foreign languages curriculum at higher education institutions which specialize in training non-linguistic students majoring in various fields of international relations. Professionally oriented foreign language teaching implies using the foreign language classroom as a source of forming a wide range of professionally meaningful competences (both linguistic and non-linguistic) of would-be specialists along with developing their sense of professional identity. Despite the fact that professional identity - usually interpreted as individuals' perception of themselves as members of a certain profession - is the culmination of a long process of professional development, its cultivation with future specialists should be seen as a priority as early as at a higher education level - a college or university. Referring to psychological research, the author states that emotional factors play a decisive role in shaping professional identity at early stages of a person's professional development. It reveals the importance of analyzing the potential of literary texts in a foreign language in terms of their ability to contribute to developing prospective specialists' professional identity, as such texts represent a valuable text material which provokes readers' powerful emotional response and thus triggers empathy. The novel "The Firm" byJ. Grisham and "The Headhunter" byj. Mead were selected by the author for the home reading classroom with would-be economists, as coupled with a competence-based learning aid they allow teachers to create a unique discourse, which facilitates the process of developing students' professional competences and their professional identity. Along with their clear professional content, they appeal to students, as the problems raised in them are relevant to those of young readers. Such emotional contact provokes empathy, or a feeling of compassion and sympathy, which contributes to tackling the above pedagogical tasks. According to the author, empathy as a means of developing professional identity is realized through students' analyzing and assessing the professional behaviour of literary characters and their identifying themselves with protagonists or distancing from antagonists guided by professional criteria. It is essential that reading the above novels enrich would-be economists with the knowledge and experience, though non-empiric, of various business situations. The author concludes that such information about the profession in question is likely to prove valuable, as it "has been digested" by students by identifying their moral and professional attitude to it.