Reflective Practice in Islamic Teacher Education: Insights from PAI Teaching Practicum for the Formation of Professional and Pedagogical Identity

The article analyses the main models and theories on the study of the concept of "professional identity" and the main factors influencing the formation of students' professional identity during their studies in higher education institutions. The article studies and compares the Erikson model of identity development, the theory of social identity, and the theory of career choice. The main provisions of professional identity in the works of world and national scientists are considered. Novelty of the work includes the study of domestic and international experience of educational work aimed at the formation of a positive professional identity of students. The authors propose forms and methods of work that will contribute to the formation of the professional identity of medical students, in particular, it is proposed to introduce comprehensive educational programmes and include certain topics, courses, etc. in the curriculum that would contribute to the formation of professional competence and identity of students of professional higher education. Relevance of the topic is due to the fact that the problem of professional adaptation and identification of students in higher education institutions after they have chosen a speciality, and the effectiveness of their work requires a detailed study. The authors investigated the content of the concept of "professional identity". The authors reviewed the influencing factors on the formation of professional identity, in particular, the role of educational work and the role of the teacher in the process of forming students' professional identity. The problems of professional identity formation at the university stage in Ukrainian higher education institutions are studied. The emphasis is placed on the modernisation of teaching and educational work in the higher education system of Ukraine. It is emphasised that practical training, which universities should provide through internships, cooperative programmes, research projects and practices, is of great importance in the formation of professional identity in students.

Background: The honorable medical profession is on the verge of being reduced to a business. Evidence suggests that professionalism is fading and today's doctors are faced with value-threatening problems and gradually begin to forget their main commitment as medical professionals. Many of the problems faced by doctors are rooted in non-professionalism. Mere education in the science and practice of medicine produces an inefficient medical workforce and leads to the formation of a distorted professional identity. In the past decade, educational innovations targeting the formation of desirable professional identities have been presented and are considered a vital part of medical education for the development of professionalism. The present study was conducted to examine the relationship between the formation of professional identity and professionalism. Professionalism education is essential in the formation of a desirable professional identity. Methods: This review article was done in 2015 through searching databases, such as PubMed, Elsevier, Google Scholar, Ovid, SID, and IranMedex, using keywords of professionalism and professional identity, and medical education. Among the 55 found articles, 30 were assessed and selected for review. Results: The formation of professional identity is a process with the following domains: professionalism, and development of a personal (psychosocial) and a cultural identity, which is derived from the unification of professional, personal, and ethical development. The main components required for the formation of a desirable identity are, therefore, rooted in the dimensions of professionalism and professional development. The need for teaching professionalism has a reciprocal relationship with the formation of professional identity. Conclusion: There is a reciprocal relationship between formation of a desirable professional identity and development and strengthening of professionalism. Modern medical education should be designed to develop professional identity, and professionalism acts as an essential part of its curricula throughout the entire course of a doctor’s education, with the aim of acquiring a desirable professional identity

The concepts of and are often used interchangeably even though they are different. As this article explains, professionalism refers to appropriate conduct of a lawyer, e.g., honesty, civility, practical judgment. However, a law student or lawyer who has not internalized these professional values is not likely to consistently exhibit them in practice. The breakthtrough of concept of professional identity formation, in both Carnegie Institute's Report and Clinical Legal Association of America (CLEA) Best Practices for Legal Education (both published in 2007) was their recognition that law schools needed to help students develop a One's professional identity would be comprised of values that student will contemplate, reflect on, and ultimately internalize as values held by the kind of lawyer she wants to be. A surprisng number of effective teaching methods have been developed, som in other fields and some in law teaching, to help students reflect on their values, decide whether to internalize values and to develop a method for resolving ethical and value judgments. With such teaching and practice, someone will have a foundation for making sensitive ethical decisions in situations that represent challenges. Such a person is more likely to act according to her values. The notion is as old as Socrates' observation: We are what we repeatedly do. For those who have had value formation part of their law school experience and have developed a professional identity based on those values, they are far more likely to act consistently in ways that reflect professional values. The article surveys earliest law schools in America and how they made it a priority to address ethical values and cultivate a professional identity in their students. The article reviews how law schools, for a variety of reasons, moved away from this priority. The article thus recommends in part that law schools consider practices of earliest law schools, or at least their focus on professional value formation. Moreover, article reviews how ideas in Carnegie and Best Practices are being carried out in a number of modern law schools. These schools combine wisdom of early law schools' priority along with modern teaching methods. The results are courses that can serve as models for schools seeking to begin greater efforts at professional value and identity formation. This article is distinctive in two ways. First, it draws a connection between recent proposals for professional identity formation and character formation that earliest American Law schools made a priority. Second, article explains how professional identity formation ought to begin in first year of law schools. Although developing professional values and identity througout curriculum is important, first year of law school may be most important in process of having students begin to form professional values and an identity. If efforts wait until later, results are likely to be diminished, in part because law school itself in first year will have created barriers to education designed to cultivate professional identity. These barriers are discussed in Carnegie and Best Practices and recounted here. Therefore, article encourages any increased cultivation of professional values and identity and, in particular, efforts in first year to introduce students to professional values that go beyond academic achievent and include professional values that have been shown to be as important to effectiveness in practicing law as analytical skills.

Recently the literature on preparing students for nursing and other professions has emphasized the need for attention to civility, ethical comportment, and formation of professional identity. Nursing educators play a key role in supporting the formation of ethical comportment and professional nursing identity. Although a number of frameworks exist for the formation of identity, there are none that address the interaction between nursing educators and students or the role of nursing educators in implementing effective pedagogies for formation. In this article a framework developed from existing literature is proposed to guide nursing educator practice in stimulating and supporting the process of professional identity formation and ethical comportment in nursing students. The framework will also serve as a guide for future research in the process of formation of ethical comportment and professional identity.

The intersectionality of professional and personal identity formation in a virtual pre-health pathway program

This qualitative research explored the intricate interplay between assessment practices and professional identity formation among student teachers. Professional identity, a multifaceted construct, is examined in the context of teacher education, focusing on unravelling the specific influence of assessment methods. Employing a qualitative approach through in-depth interviews, this study collected comprehensive data from a diverse cohort of student teachers in secondary schools in Limpopo Province. The research sought to identify how formative and summative assessments, feedback mechanisms, and evaluative criteria shape student teachers’ perceptions of themselves as emerging educators. By exploring the impact of assessment on key components of professional identity, including pedagogical beliefs, self-efficacy, and commitment to lifelong learning, the study provides nuanced insights into educational practices that deeply influence the identity formation process. Furthermore, the research explored the potential tension between standardised assessment practices and the individualised nature of teacher identity development. Perspectives from student teachers and mentors were central to elucidating the role of feedback and assessment in fostering a sense of belonging and efficacy within the professional teaching community. The findings will contribute significantly to the qualitative understanding of teacher education and assessment practices, offering valuable recommendations for refining evaluation methods that align with the holistic development of student teachers’ professional identities. The implications of this qualitative study extended beyond academia by providing insights to inform policy and practice and supporting the next generation of educators on their path to becoming proficient and reflective professionals. Keywords – Assessment, Professional Identity, Student Teachers, Teacher Education

Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics. The question asked in the title captures my fear that the ways teacher educators have responded to and made use of the concepts of reflection and reflective practice may be doing more harm than good in pre-service teacher education. To begin, I consider teacher education practices before and after the arrival of the term reflective practice. I then consider elements of Schön’s (1983) work and review five articles about reflective practice in teacher education; this is not a formal literature review, but rather an effort to show how virtually every article about reflective practice seems to be driven by its author’s personal perspective. The article continues with personal interpretations and illustrations and concludes with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.

A fundamental goal of medical education is the active, constructive, transformative process of professional identity formation (PIF). Medical educators are thus charged with designing standardized and personalized curricula for guiding, supporting, and challenging learners on the developmental professional identity pathway, including the process of socialization. The author of this Commentary provides an overview of foundational principles and key drivers of PIF supporting the being, relating, and doing the work of a compassionate and competent physician. Key elements of PIF including guided reflection, use of personal narratives, integral role of relationships and role modeling, and community of practice are viewed through various lenses of PIF theory and pedagogy. Questions informing the PIF discourse are raised, including interprofessional identity considerations. Central emergent themes of reflective practice, relationships, and resilience are described as supporting and reciprocally enhancing PIF. Overarching lessons include attending to learners' and faculty's PIF within a developmental trajectory of the professional life cycle; process and content within PIF curricula as well as learners' individual and collective voices; curricular/extracurricular factors contributing to socialization, self-awareness, development of core values, and moral leadership; integrating PIF domains within pedagogy; faculty development for skilled mentoring and reflective coaching; and implementing resilience-promoting skill sets as "protective" within PIF. Outcomes assessment including the impact of curricula on learners and on patient-centered care can be challenging, and potential next steps toward this goal are discussed.

This article is a comprehensive study of the dynamic characteristics of teachers’ professional identity formation in the context of the system of continuing pedagogical education. Professional identity is understood as a key determinant of the successful implementation of educational activities, contributing to the formation of a stable awareness of an individual’s own belonging to a certain professional group and expressed through the adoption of appropriate ethical and regulatory guidelines. The theoretical analysis of the problem is based on a critical comparison of conceptual approaches to the process of professional and pedagogical identity formation. Empirical confirmation of the hypotheses put forward was carried out through a sample survey of students of Chechen State Pedagogical University via a questionnaire method using a scale for diagnosing professional identity statuses. The article describes the practical experience of the Chechen State Pedagogical University in the continuous formation of the professional identity of schoolchildren interested in the teaching profession, students and teachers of schools in the Chechen Republic. The research conducted significantly enriches the theoretical understanding of the specifics of a teacher’s professional development and offers theory-based strategies for productive support of professional identity formation in the modern Russian system of continuing pedagogical education.

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.

Background. In the context of modern multi-level higher education, identifying predictors for professional self-determination of future teachers seems to be signi[cant to provide e\ectiveness of this process. ]e knowledge of the composition of predictors to professional self-determination is relevant while organizing educational support as well as professional and personal development of students of Masters’ Programs in Education. Objective. ]e study aims to identify the nature of the relationship between the indicators of meaningfulness of life and the development of professional identity among future teachers, depending on their teaching experience. Sample. 73 students of Masters Program in Education at the Tyumen State University took part in the pilot study. ]e participants di\ered in their experience of previous education and teaching practice. Methods. An empirical study was carried out with the “Questionnaire of professional identity” by A.A. Ozerina, the modi[ed questionnaire “Professional Identity” by U.S. Rodygina, “]e Test of Meaningful Life Orientations (MLO)” by D.A. Leontiev. To collect additional information about the respondents, a questionnaire including questions on the availability of professional education as well as work experience in the profession was proposed. Results. Positive correlations were found between the MLO indicators and the formation of professional identity, characteristics of professional plans, acceptance of the profession, professional position, positive emotions and an active attitude towards the profession. Negative correlations of the MLO indicators with negative emotions associated with the dissatisfaction of human needs in the teaching profession and with the passive attitude to the profession. Regression models are built for the formation and maturation of professional identity. It has been established that the formation of professional identity is determined by the presence of conscious aspirations and a non-passive attitude towards the chosen [eld of activity. While the maturity of professional identity is determined by the ability to manage one’s own life. It is shown that the level and structure of professional identity depend on the teaching experience. Higher indicators on the scales of professional identity, the certainty of professional plans, the internal image of the profession, the clarity and awareness of the image of a professional and the activity of a professional position were revealed in the group of future teachers who had professional experience. Conclusion. ]e study indicates the links between indicators of life meaningfulness, professional experience and the degree of professional identity formation in future teachers. Practical application of the results. ]e results of the study can be used in organizing the support of professional self-determination for future teachers in the process of university training.

Surgical care practitioners are non-medical members of the surgical team, who provide direct surgical care to patients, delegated by consultant surgeons. The surgical care practitioners' professional role is within the new non-medical or nursing workstream, practising under the medical model of care in response to staff shortages and the rising expectations that are affecting the National Health Service. This article seeks to contribute to a better understanding of the phenomenon of the emergent professional identity of surgical care practitioners. Six surgical care practitioners were purposively sampled for in-depth, semi-structured interviews whereupon their concepts of professional transition and professional identity formation from their individual points of view were explored using a phenomenological approach. Transcripts and reflective texts were subject to repeated interpretation in a hermeneutic circle of understanding. Interpretation of the results in context allowed for a discussion informed by self-interpreted constructions and revolved around eight cluster themes that emerged explicating how surgical care practitioners experienced professional transition and professional identity formation. In addition, a notion of 'journey' in the development of professional identity (narratives about professional identity formation: the hero's journey) was embedded in the reflections of the participants and their narratives produced rich accounts of the phenomenon under investigation.

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.

COMPLICATING THE FRAME: A COMMENTARY ON THE ENGAGEMENT OF NURSING RESEARCH WITH THEORIES OF IDENTITY The Notion of identity is embedded in context. That is, the course of becoming encompasses structure, the social systems that frame our world, and agency, the ways in which an individual perceives and exerts his or her unique self in the world. Nursing, the science of health, is uniquely positioned as a multifaceted platform for engagement with identity theory. Our work began as an interprofessional partnership exploring, through a lens of cultural relativism and community partnership, discourses of identity constructed by refugee women living in refugee camps along the Thai-Burma border1 and postresettlement in the United States.2 In particular, we focused on the social, political, and cultural systems around and through which women navigated forced displacement. The narratives of women who participated in the research reflected the ways that Karen women from Burma positioned themselves as agentic and resilient actors within the structures of forced migration. As we framed these women's narratives through a lens of identity, we recognized that a historical account of the evolution of engagement of nursing research with theories of identity was not documented. Further deepening our interest was a necessity to draw from scholarship outside of the field of nursing in order to achieve the depth of theory required to interpret our findings. Discussions of our approach to theorizing evolved into the project described in this commentary. The aims were to review, frame, and organize studies through which nurse researchers approached identity theory in relation to explorations of the practice of nursing. Here we distill findings from the full review and describe challenges and discernments that emerged in the work of developing themes, assigning meaning to themes, and considering why our findings are important and relevant to nursing scholarship and practice. To begin, we crafted a search strategy centered in the CINAHL database. Within the database we searched the terms “identity' and “theor*.” To achieve both a manageable and relevant sample of articles, we limited our results to research articles published in the English language. The search yielded 467 articles. The initial review of abstracts eliminated 211 articles from the analysis. These articles lacked focus on identity as a major theoretical construct. Preliminary search outcomes resulted in the distribution of the 256 studies between 2 broad groupings in nursing research: applied identity (n = 182) and professional nursing identity (n = 74). Among themes generated from articles considering the professional identities of nurses, learning identities, socialized identities, and context-dependent identities emerged prominently. Learning identities characterized interactions with curriculum and pedagogies that functioned as mediating spaces in shaping identity. Socialized identities referenced the construction of professional identity in place. These studies often acknowledged the emergence of professional nursing identity in the context of interprofessional workspaces. Finally, context-dependent identities described the influence of place and time in the formation of professional identity. Related, and considered further as a subtheme of context-dependent identities, are identities formed through a critical incident and momentary or episodic experiences with a substantial impact on the formation of professional nursing identity. In the applied grouping—organized to explain ways nurse researchers frame the performance of identity among patient populations and communities under study—emergent themes included shifting identities, factors that protect or threaten identity, and symbols of identity. Shifting identities reflected research where identities, mediated by some action (eg, survivorship, recovery, becoming a mother), transformed or became new. Studies that described factors threatening or protecting identity tended to address symptom or sensory experiences, lost or shifting ability, or changing role. Symbols of identity were representations of identity, often in nursing research an experience that is embodied, such as medical devices or physiological dysfunction. Important examples of nursing research in both applied and professional groupings reflected theorizing and the application of theory constructed through historical and discursive understandings of identity. However, we feel there remains space to complicate the frame of identity theory in ways that extend beyond the unified and stable. Identities in our focal collection of articles presented as conflicted and shifting, but frequently those identities remained sequential, moving from one to the other. The question we pose in this commentary, and that will influence our future work, is whether hybrid, improvisational, and layered frames of identity could more aptly reflect the performance of the intersectional identities embodied by the individuals and communities we serve? — Sarah J. Hoffman, PhD, MPH, MSN, RN University of Minnesota School of Nursing Minneapolis [email protected] — Jessica Dockter Tierney, PhD University of Minnesota College of Education and Human Development Curriculum and Instruction Minneapolis

Professional identity formation (PIF) plays a significant role in the development of medical students, with reflection expected to help learners align their personal values with the expectations of the profession. While theoretical models propose that reflection and PIF advance hand in hand, empirical studies suggest that the various types of reflection may evolve independently. In this study, we aimed to (a) investigate the levels of PIF, reflective practice and self-reflection and insight across academic years, and (b) assess whether reflective practice and self-reflection and insight are significant predictors of medical students' PIF. We conducted a cross-sectional quantitative study that included 1401 medical students from four universities in Indonesia. Participants completed a demographic questionnaire along with the Professional Identity Formation (PIF) questionnaire, Reflective Practice Questionnaire (RPQ) and Self-reflection and Insight Scale (SRIS). We used one-way ANOVA to examine the differences of PIF, RPQ and SRIS across the academic years; Pearson correlations to examine the association between PIF, RPQ and SRIS; and regression analysis to assess the predictive value of RPQ and SRIS on PIF. Both PIF (F = 32.221, p < 0.001) and reflective practice (F = 6.796, p < 0.001) increased across academic years, while self-reflection and insight remained stable (F = 1.683, p = 0.136). Reflective practice correlated with PIF (r = 0.420; p < 0.001), while self-reflection and insight did not (r = -0.017; p = 0.528). Reflective practice was a significant predictor of PIF in the regression analysis (B = 0.674, p < 0.001). Reflection on practice associates with professional identity formation in medical students, but self-reflection and insight do not.