Construction Of Professional Identity Research Articles

The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period

ABSTRACT This study investigates the role EFL teachers attribute to their linguistic and cultural repertoire in the professional learning process during induction. The study draws on the understanding that teacher learning occurs at the interplay between teachers’ language and cultural background and teachers’ experiences within the sociocultural context of their workplace. Thirty novice bilingual and multilingual EFL teachers teaching in Hebrew- and Arabic-speaking schools were interviewed to obtain information about their sociocultural and plurilingual background, learning processes and practices. Teachers’ instructional materials were used for data triangulation. Inductive content analysis surfaces predominant themes related to teachers’ plurilingual and cultural background as interwoven with cognitive, practical and personal dimensions of their professional role and identity construction. Teachers’ learning processes and practices have been found to be linked to teachers’ perceived sense of linguistic hierarchy, whereby English is granted a primary role, and other languages at the teachers’ disposal, a secondary yet fundamental one, contributing to the agency exercised in teachers’ practices. Given their multiple language learning experiences, multilingual teachers exhibit stances towards teaching reflective of more ‘experienced’ than ‘novice’ teachers, particularly broader representations of language acquisition issues. The findings call for the recognition of EFL teachers’ plurilingual multicompetencies in their practices.

Exploring the Phenomenon of Rural School Counselors’ Professional Identity Construction

This phenomenological study explored the impact of the rural context on the experiences of rural school counselors related to their professional identity construction. The author interviewed six participants in their respective communities and identified three themes—(a) the tight-knit community, (b) permeable professional/personal boundaries, and (c) fewer resources—as characteristics of the rural context that influence school counselors’ professional identity construction. This article presents implications and provides recommendations for practicing school counselors and counselor education programs.

Construction of professional identity in nursing students: qualitative research from the historical-cultural perspective.

Objective:to analyze the process of professional identity construction in undergraduate nursing students during their education.Method:qualitative research, anchored in the Historical-Cultural framework. Twenty-three undergraduate nursing students took part. Data were collected through individual interviews, with a semi-structured script. Thematic Analysis was used to analyze the data.Results:the following four themes were obtained, “The subject in movement to become a nurse: from previous experiences to entering the courses”; “The nursing professor in the construction of the undergraduate’s professional identity: a two-way mirror”; “Pedagogical relationship: instrument for constructing the student’s professional identity” and “Historical-cultural conditions: space for the construction of the student’s professional identity”.Conclusion:the construction of the students’ professional identity is limited to the material conditions of existence, translating appropriation to the intrapsychic scope of elements that occur, first, in the inter-psychological space of interactions. Nursing professors can become a paradoxical mirror, with one face to be imitated and the other, which materializes meanings of a model not to be followed. This construction is also influenced by the conditions of professional practice and university education.

Career guidance based on machine learning: social networks in professional identity construction

Abstract Earlier research has shown that personality traits can be predicted by mining social networks data. This paper describes the social constructivism grounds of machine learning methods in career guidance and broadens understanding role of social networks in psychological researches. The theoretical grounds are empirically confirmed by AUC-ROC measure calculation in career guidance modeling. Implications for career guidance practice will also be presented.

PHARMACEUTICAL PROFESSIONAL PERFORMANCE IN PRIMARY HEALTH CARE

Introduction: The pharmacist’s role in pharmaceutical care occurs especially in two axes: medication management and pharmaceutical care. Direct patient care is a challenge for the Brazilian health system, as this context provokes the construction of a new professional identity of the pharmacist: the clinic. Objective: To analyze a current panorama of the role of pharmaceutical professionals in primary health care. Methodology: This was a descriptive and exploratory literature review study with a qualitative approach. The descriptors “primary care”, “pharmacist” and “pharmaceutical care” were used, searched in an integrated way in the Scielo and Medline database. Results: The pharmacist still has a relevant role in management, but increasingly the system encourages the pharmacist to a more inclusive approach to patient care. There is consensus among the authors that the low number of pharmacists in primary care, coupled with the lack of perception of these professionals as part of the team and the lack of clarity about their attributions, contribute to the lack of recognition of this professional in the field of clinical practice. Conclusion: The incorporation of pharmaceutical clinical services has been shown to be an important strategy for resignification of the pharmacist in primary care. Actions involving clinical services need to be developed more frequently, so that the patient care bias is as explicit as the bureaucratic bias of pharmaceutical care.

Understanding the dimensions of a strong-professional identity: a study of faculty developers in medical education

ABSTRACT Background Faculty developers are regularly involved in training medical educators to enhance their teaching excellence through workshops and other formats. By exemplifying professional and institutional values, faculty developers may profoundly impact how other educators perceive their own professional identity. Objective The objective of this study was to understand how the professional identity of faculty developers is formed. Design A qualitative approach was used, with a semi-structured interview. The sample consisted of 10 medical educators. A deductive thematic analysis based on Bolivar et al. (2004a) model of professional identity formation for medical educators was carried out. Results Self-image was impacted favorably through social recognition from students and peers, and the belief of having demonstrated professional competence through job assignments and enrollment in different leadership positions. The social relations to the center or department in which the faculty developer participates were strongly related to job satisfaction. Expectations about the future of the profession included positive attitudes toward change brought by generational differences. Regarding the process of construction of professional identity, life stories and dissimilar professional careers converge in the same educational setting. Faculty developers regularly resort to self-reflection, with a desire to continue learning and developing. They are resilient and purposeful, even in negative experiences that they have faced as identity crises. They share an awareness in building a legacy for the patients, their families, and the community through nurturing new generations of health-care practitioners. Conclusions The interviewed faculty developers have a strong-professional identity that is characterized by a stable sense of self, strong behavioral repertoire, and key associations with a community of practice.

ИССЛЕДОВАНИЕ ЭМОЦИОНАЛЬНО-ВОЛЕВЫХ РЕСУРСОВ ВРАЧЕЙ-ОРДИНАТОРОВ, ВЛИЯЮЩИХ НА СТЕПЕНЬ АДАПТАЦИОННОГО ПОТЕНЦИАЛА К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ

This article examines the influence of emotional-volitional sphere of doctor-residents of the Tver state medical University of Minzdrav of Russia (Tugma) on the process of adaptation to labor activity and development of professional medical identity. Undoubtedly, the activities of medical professionals are associated with a high level of tension, not only physically, but also psychologically, morally and emotionally. The work of a medic is closely related to interpersonal communication within the doctor-patient system, in which the emotional component plays an important role. The constructive nature of this interaction determines not only the success and effectiveness of the patient's healing process, but also the level of their quality of life. In this regard, the basic content components that affect the construction of professional identity of medical specialists are described. A psychodiagnostic study was conducted on the basis of the center for psychological support of TvSMU, aimed at establishing the relationship between the level of emotional intelligence and the selection of behavioral coping strategies in residents. The object of the study was residents of the 1st year of study in the number of 203 people. During the analysis and interpretation of the data, it was found that more than seventy percent of residents demonstrate a low level of emotional intelligence, the influence of which affects the choice of problem-oriented coping. Summarizing the results of the psychodiagnostic study, it can be stated that seventy-one percent of respondents experience difficulties in communicating with colleagues and patients, as well as in leveling possible conflict situations. Therefore, it is advisable to develop and conduct specialized socio-psychological training and individual psychological consultations aimed at correcting the adaptive potential of the individual and contributing to the development of the professional identity of residents.

Construção da identidade profissional docente de estagiários em educação física

O objetivo do estudo foi analisar a construção da identidade profissional de estudantes estagiários em Educação Física, considerando as categorias estabelecidas por Dubar (1997), a partir das experiências vivenciadas nos tempos anteriores à formação inicial, na formação inicial e nos estágios curriculares. Participaram 59 estudantes de dois cursos de licenciatura em Educação Física de Florianópolis. As evidências revelaram que os tempos anteriores à formação inicial estão carregados de processos identitários biográficos a partir da identidade herdada. Na formação inicial, a identidade herdada perde seu espaço para uma identidade visada, mas com marcas da identidade social virtual. Os poucos ensaios sobre e na docência efetivados nos estágios garantem a configuração de uma identidade requerida, com base nos atos de atribuição e pertença. Conclui-se que a identidade docente individual é marcada pelas crises identitárias, originadas num tempo de descobertas e solicita uma identidade docente coletiva para se concretizar numa identidade social real.

"Teaching is like taking a trip": Two Cases of Pre-service Teachers' Early Construction of Professional Identity with Disparate Outcomes

The purpose of this study was to explore two sophomore pre-service teachers’ processes of professional orientation in the same teacher education program in the US with emphasis on their identity construction. The pre-services teachers were asked to reflect on their “identity” and articulate “who they are” as becoming teachers in semi-structured interviews and narrative writing about their metaphors for teaching. Using a narrative inquiry approach, their identity construction process was first examined in light of their life experiences prior to entering the teacher education program, including childhood experiences, early teacher role models, previous teaching experiences, and important people or experiences that affected their choice of a teaching career. Initial findings reveal that the same pre-service teacher education program had a different impact on each student teacher. Their previous life experiences, their early beliefs about teaching, their initial motivations, and their experiences in their teacher education program all influenced their adaptation to the teaching profession.

Doing math and talking school: Professional talk as producing hybridity in teacher identity and community

Teachers construct professional identities within community as they converse about their work and negotiate what it means to be a teacher. Grossman, Wineburg, and Woolworth (2001) suggest that such negotiation must account for an essential tension between focusing on pedagogical versus disciplinary concerns. How teachers navigate this tension and what this means for their joint production of identity and community is unclear. This gap in the literature became evident in our work with Math Teachers’ Circles (MTC), where we observed K-12 math teachers indexing instructional experiences and concerns despite the program's explicit invitation to set teaching aside and do math problems together for pleasure. Drawing upon a community of practice framework and positioning theory, we consider the work this professional talk accomplished within MTC gatherings. We show how the teachers positioned themselves and established their community, thereby producing hybrid identities and MTCs as a kind of hybrid community.

Reflective Writing as a Window on Medical Students’ Professional Identity Development in a Longitudinal Integrated Clerkship

Phenomenon: Integral to the formation of a professional identity is the concept of professional identity construction, an essential part of becoming a competent physician. In this framework, identity is dynamic and shaped by experiences and relationships. Minimal work has addressed the impact that clinical care settings and relationships with patients have in the construction of professional identity for medical students. This study explores how patient interactions and intentional curriculum design support professional identity construction in students participating in a longitudinal integrated clerkship focused on care for the underserved. Approach: This qualitative analysis investigated students’ professional identity construction as detailed in 45 reflective essays from 15 students while enrolled in an 11-month longitudinal integrated clerkship (LIC) in a safety-net hospital system. Researchers used an inductive analytic approach. Findings: Students provided rich and complex descriptions of their experiences. Six themes emerged: care for the underserved; therapeutic alliance; humility and gratitude; altruism; resilience; and aspirations. Insights: Professional identity construction was observable through students’ reflective essays. Student interactions with patients provided rich material for professional identity construction, and role models in patient care enhanced this process. This study suggests that clinical learning in a safety-net hospital system, coupled with an LIC curriculum that prioritizes continuity with vulnerable patients, faculty role models, and ongoing reflection, supported the professional identity construction of students as patient-centered caregivers providing equitable care and advocacy for the underserved, described here as an Equity Identity.

The Impact of Academic, Personal, and Professional Attributes on the Occupational Identity of School Counselors in Israel

<p style="text-align:justify">This article focuses on the influence of academic training, job issues, personality and demographic characteristics of school counselors on their professional identity construction, which is developed in a theoretical model based on educational-psychological theories. Most of the training in Master's degree studies in school counseling is incompatible with actual job demands; Consequently, when beginning work, school counselors lack suitable training and relevant professional tools. Moreover, in Israel and elsewhere, the definition of school counseling is unclear and inconclusive, and this affects the counselors' professional identity and the quality of their work. The proposed model of the variables that affect school counselors’ professional identity may enhance the relationship between academia and the field, with the aim of promoting academic excellence and a well-formulated professional identity for the profession of school counseling, as well as improving the employment terms of school counselors, in light of the challenges facing higher education systems in the 21st century.</p>

Professional Identity Conflict and (Re)Construction among English Teachers in Iran

ABSTRACT This paper examines how English as a foreign language (EFL) teachers in Iran manage the identity conflicts that arise within their language teaching contexts. The position of English in Iran is manifestly, ideologically, and politically shaped, yet little is known about the process of EFL teacher identity construction and management in this context. To address this gap, two EFL teachers’ narrative reflections on identity were elicited via online social media groups. Data were analyzed using a three-level positioning approach. Findings illustrate how EFL teachers’ self-images are derived from dynamic interactions within both the immediate and broader contexts of language education policies in Iran, and how these identities are subject to change. Analysis indicates that EFL teachers confront conflicts across their personal beliefs and external expectations. Implications for practice and research are discussed in light of the need for ongoing professional development in politically charged contexts.

Embracing Indeterminacy: On Being a Liminal Professional

AbstractThe rise of the corporate profession has contributed to a more varied and ambiguous professional terrain that is increasingly seen to be indeterminate and fluid. This paper advances the current debate around the development of corporate professions, exploring how practitioners respond to this environment. Drawing on research with public relations practitioners, the paper shows how the idea of being a liminar facilitates the formation of a professional identity in conditions of high indeterminacy. In taking an individual level of analysis of professions, the paper suggests that indeterminacy is a more resonant feature for corporate professionals than previously suggested in the research, but that this indeterminacy is navigated in professional identity construction through ‘being a liminar’, and thus greater nuance may need to be recognized in the conceptualization of both corporate professions and corporate professionalization. It also demonstrates the use of liminality as a discursive resource in identity construction and with it, challenges the common association of liminality with self‐doubt and existential anxiety. In turn, the paper considers the implications of the liminal professional identity for the future of contemporary professions, and for understanding the liminal experience.

Professional Identity (Re)Construction of L2 Writing Scholars

Author(s): Kim, Soo Hyon; Saenkhum, Tanita | Abstract: Little research has been conducted on the professional identities of L2 writing scholars despite the increasing number of researchers, teachers, and graduate students identifying themselves as L2 writing specialists. While the (re)construction of L2 writing scholars’ professional identities have real consequences for their career, the challenges and opportunities resulting from their work, situated in several related disciplines, have neither been explicitly nor adequately discussed. Through an analytic autoethnography (Anderson, 2006), this study examines the cases of two L2 writing faculty as they (re)construct their professional identities within their institutions and broader academic communities. Using identity in practice as its theoretical framework, the study provides a rich, in-depth account of how the focal L2 writing scholars continue to negotiate and reconcile their professional identities among adjacent fields such as applied linguistics, TESOL, composition, and education. Results reveal that L2 writing scholars (re)construct their professional identities by negotiating their identity positions within their institutional and disciplinary contexts, by defining the boundaries of their professional identities through community membership, and by participating in multiple academic communities. Drawing on these results, the study considers how L2 writing scholars’ professional identity (re)construction reflects the development of L2 writing as a field/profession.

Nzolani: novas vontades, saberes e fazeres na educação superior

O objetivo deste artigo foi apresentar instrumentos teóricos-metodológicos que temos utilizado e (re)construído em nossas experiências de atuação solidária, neste caso, vividas no contexto da disciplina Construção de Projetos Sociais Multidisciplinares, da Universidade de Brasília, a partir da narrativa dos/as participantes envolvidos/as no desenvolvimento dos projetos sociais intulados: Revitalização da Escola Flor de Laranjeira (em Brasília) e Combate à Intolerância Religiosa (em Salvador). A pesquisa qualitativa com delineamento de pesquisa-ação fundamentou a prática; e a pesquisa narrativa fundamentou a construção de informações para a análise das experiências, entendida como as lembranças que a pessoa tem de uma situação vivida que a impactou. As narrativas, analisadas com base nos pressupostos da análise temática dialógica, geraram dois eixos vinculados aos significados atribuídos à experiência de atuação solidária: modo de execução e consequência. A análise das narrativas dos/as estudantes demonstrou que os contextos formativos, construídos na disciplina, afetaram seus posicionamentos de si, no sentido de considerar, com mais propriedade, os outros escopos sociais e os contextos com os quais/nos quais interagiram, favorecendo a construção de identidades profissionais solidárias. Com isso, entendemos que a inovação da atuação extensionista está em evocar e/ou permitir a construção de posicionamentos preponderantes de colaboração, que evidenciam um agir de troca intencionalmente solidário, que tende a gerar alegria, saúde mental e sentimento de dever cumprido, como evidenciado nos relatos dos/as estudantes.

Constructing Professional Identities: Native English-Speaking Teachers in South Korea

Responding to globalisation, a ubiquitous obsession with English has pervaded South Korea and led to the employment of tens of thousands of expatriate English teachers. However, native-speaking English as a Foreign Language (EFL) teachers may be subject to marginalisation and acculturation difficulties as they navigate overseas employment contexts. Moreover, scholars question the legitimacy of their careers and challenge the bias for their native-speaker expertise. Against this contentious backdrop, this study explores how the experiences and beliefs of native-speaking EFL teachers both promote and hinder their professional identity constructions. Adopting a qualitative, interpretivist approach, interviews are mobilised to document the participants’ lived realities. Resultant to a thematic analysis, an original typology of five conceptualisations of professional identity is presented, contributing to contemporary identity discourse by revealing that expatriate teachers find their sojourns characterised by much ambivalence, and whilst limited positive professional identity is attainable, there are salient barriers to its development.

Leading teacher professional identity construction and school reform development: a reciprocal relationship

ABSTRACT Teachers play a major role in the success of educational reform, and reforms impact teachers in different ways. This paper explores the relationship between teacher identity and school reform: how a reform affords or constrains teacher professional identity construction, and how teacher identity construction enhances or hinders reform enactment. By employing two theoretical lenses, teacher leadership and teacher identity, we analysed six individual cases of leading teachers in one reform-affiliated Israeli school over a three year period, and examined (a) their professional identity construction and (b) their involvement in reform enactment and development, within their teacher teams, schools and district. Detailed analysis of three of these cases exemplifies three different identity trajectories and reform enactment within the same school. This study expands our understanding of the development of educational reforms, illuminating: (1) the reciprocal relationship between teacher professional identity construction and reform development; (2) the crucial role reform structures can play in constructing and enacting teacher leadership; and (3) the methodological affordances of analysing teachers’ reform enactment at multiple levels, including team, school and district levels.

¿Qué Tipo de Docentes Tutorizan las Prácticas de los Futuros Maestros de Primaria?

During the internship, the school's tutors become examples for the professional development of the students. In this sense, the purpose of this research is to identify the archetypes of teachers who guide to the future primary teachers, based on the proposal of Esteban y Mellen (2016). The sample is composed by 230 students enrolled in any of the four internship subjects of the Primary Education Degree, in the 2017-2018 course. Based on a qualitative descriptive-interpretative perspective, the characteristics of the tutors in the workplaces have been analysed, through the content analysis of the students’ reports. The results show that the most frequent archetype is the personal and authentic teacher, highlighting a caring attitude towards the professional and personal relationships with the students. Aspects like the content domain of the teacher transmitter of stories or the educational innovation of the teacher motivator of learning have also been collected. The conclusions suggest the importance of the way of being and exercising the educational processes from the tutors due to their influence in the students’ teacher professional identity construction.

Living in two worlds: Becoming and being a doctor among those who identify with “not from an advantaged background”

We aim to deepen understanding of the experiences of becoming and being a physician among those in medicine who are 'not from advantaged backgrounds'. Despite modest success with institutional efforts to increase the diversity of medical school students, individuals with this less visible dimension of diversity remain under-represented across North America and the UK. Further, little is known about their experiences and contributions following medical school entry. In-depth interviews were carried out with twelve participants, including eight medical students, a resident and three physicians to explore experiences in medicine among those who self-identify with 'not from an advantaged background'. Reflection on the meaning of those experiences was encouraged. Intersectional identifications were common in relation to 'not from an advantaged background'. For some, the latter was background to identification with upbringings that were rural, influence by ethnicity, personal or parental immigration, and parents who were single or had limited education. Themes that arose in relation to being and becoming a doctor for these participants included: (1) the hidden curriculum's contribution to silencing markers of socioeconomic under-privilege; (2) limited formal curriculum opportunities to discuss socio-economic difference; (3) professional identity construction including empathy for the varied challenges of low-income patients in clinical situations and (4) living in two worlds: with a tension between the medical world and one's original world of socializing with friends and family from a non-advantaged upbringing. This study offered a unique, welcome opportunity to reflect on professional identity development in relation to one's family's socio-economic status. Safe, inclusive pedagogical opportunities to discuss socio-economic status and its intersectional elements, may support professional identity development that includes empathy and responsiveness to health inequities. The open dialogue, although perhaps uncomfortable, may be valuable to enhance cultural humility among medical students. The assessment of such initiatives in relation to professional identity formation is an important next step.