Emergence Of Professional Identity Research Articles

Ethics and Identity among International Development Practitioners

People generally work in the fuzzy areas in which values fostered by different entities do not always match, which sometimes cause dilemmas and create alternative values. This study examines professional ethics and identity at work, by specifically exploring the experiences of Japanese international development practitioners who work in such a grey area. These practitioners work in projects that theoretically aim to support the development of less-developed countries, while on a practical level they must also serve the Japanese side. The individual ethics, which are developed when challenged by alternative ethics from the outside world, are deeply embedded in their professional identities. By Looking at the ways in which their work ethics are fostered and related to their professional identities, the study reveals that each professional fosters his/her own ethical identity. This study expands our understanding of the formation and emergence of professional identity.

Open Dialogues in social networks: professional identity and transdisciplinary collaboration.

The aim of this article is to explore the challenges connected to the transformation and emergence of professional identity in transdisciplinary multi-agency network meetings and the use of Open Dialogue. The empirical findings have been taken from a clinical project in southern Norway concerning multi-agency network meetings with persons between 14 and 25 years of age. The project explores how these meetings are perceived by professionals working in various sectors. Data was collected through three interviews conducted with two focus groups, the first comprising health care professionals and the second professionals from the social and educational sectors. Content analysis was used to create categories through condensation and interpretation. The two main categories that emerged were 'professional role' and 'teamwork'. These were analysed and compared according to the two first meeting in the two focus groups. The results indicate different levels of motivation and understanding regarding role transformation processes. The realization of transdisciplinary collaboration is dependent upon the professionals' mutual reliance. The professionals' participation is affected by stereotypes and differences in their sense of belonging to a certain network, and thus their identity transformation seems to be strongly affected. To encourage the use of integrated solutions in mental health care, the professionals' preference for teamwork, the importance of familiarity with each other and knowledge of cultural barriers should be addressed.

Evaluation of a multiprofessional learning organisation: use of a questionnaire to investigate the learning experiences of a group of undergraduate pharmacy students attached to primary care

This paper reports on the evaluation of the educational benefits to third-year MPharm students attached to four Nottingham inner-city training practices as part of the first cohort of learners to come to a multiprofessional learning organisation (MPLO). The aim was to identify areas of benefit above and beyond those available at their core course in order to identify areas for further study. This study used a mixture of both quantitative and qualitative methods to generate ideas through grounded theory. It used a hermeneutic approach to define multiprofessional learning and professional roles. A questionnaire was developed and all students were invited to complete it at the end of their attachments. It was analysed using an SPSS computer package. The main benefits perceived by pharmacy students were concerning development of professional role, behaviour in the field (legitimate peripheral participation) and emergence of professional identity. From the findings the authors have described an MPLO as 'an educational enterprise between different professions which has an ethos of mutual co-operation and understanding of each other's roles, emphasises communication and idea sharing and exists within a environment of 'smooth systems functioning". • An MPLO can be defined as: 'an educational enterprise between different professions which has an ethos of mutual co-operation and understanding of each other's roles, emphasises communication and idea sharing, and exists within a environment of 'smooth systems functioning'. • Neophyte professionals want to practise interprofessional behaviour. • Professional identity is enhanced when group differences are emphasised and the move to homogenise professional groups through interprofessional working may not be successful. • Educators must help learners challenge professional stereotypes and enable them to develop flexibility to meet future challenges.

The Association of Teachers of Technical Writing: The Emergence of Professional Identity

This article attempts to summarize the history of ATTW. It focuses on issues that led to the need for an organization devoted to technical writing, and the individuals who were leaders in ATTW, as well as in NCTE and CCCC, whose efforts provided the foundation for the presence of technical writing as a legitimate teaching and research discipline. We draw on existing historical pieces and the contributions provided by many of the first ATTW members to capture the history of ATTW. We describe the major changes in ATTW from 1973–2007 and conclude with our reflections, as well as important questions we believe to be critical to the future of ATTW

Educated Caring: The Emergence of Professional Identity Among Nurses

This article examines the formation of occupational identity in a nursing program. The normative and ideological dimensions of this process are revealed in the program’s goals and the views of educators and students through qualitative data from observations and 30 in-depth interviews. Educators seek to socialize students toward professionalism to raise the occupation’s status by emphasizing the scientific and technical basis of nursing. Yet students uphold a gendered discourse by identifying a normative dimension of caring as central to their occupational identity. The dilemma between professionalism and caring is reconciled as students construct an occupational identity based on “educated caring,” where these two dimensions are equally valuable and significant.

Toward the Emergence of Professional Identity

Toward the Emergence of Professional Identity