The reflection level and the construction of professional identity of university students

Monique M.J Engelbertink,Jordi Colomer,Kariene M Woudt- Mittendorff,Ángel Alsina,Saskia M Kelders,Sara Ayllón,Gerben J Westerhof

doi:10.1080/14623943.2020.1835632

Abstract

ABSTRACT To strengthen students’ professional identity (PI), it is vital to give reflection a central place in higher education. The aim of this study is to determine the extent to which students reflect on five components of PI (self-image, self-esteem, task perception, job motivation and future perspective) and at what reflection level. Twenty-five reflection narratives from Spanish and Dutch students from five different study programmes were qualitatively analysed and quantitatively evaluated to find out about students’ identifying and self-assessing PI components. The results indicate that PI components were clearly recognizable in the reflection reports and could be classified using one of the four levels of reflection with high inter-rater reliability. About 40% of the students achieved the critical reflection level on one or more PI components. Reflecting on the five components of PI, with the aim of achieving the level of critical reflection, can be a useful guide for students.

Highlights

In today’s complex and dynamic labour market, professionals can position and profile themselves in terms of achieving a professional identity (PI), shaped in time and space in different contexts (Trede et al, 2012)
We report on how the four reflection levels can be characterized in the components of PI in general (RQ1)
Appendix 1 contains quotes from the reflection reports that correspond to the four levels discussed below

Summary

Introduction

In today’s complex and dynamic labour market, professionals can position and profile themselves in terms of achieving a professional identity (PI), shaped in time and space in different contexts (Trede et al, 2012). A main objective of higher education is to train students to become professionals with an individualized, but socially contextualized PI (Trede et al, 2012). We assume that PI is a complex construct that is deeply rooted in personal and individual concepts (Ryan & Carmichael, 2016). A well-developed PI can improve students’ confidence in their decision to work in the profession, it increases their selfawareness about the way in which they act professionally, and it reinforces their commit ment to the profession which can lead to professional success

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Conclusion