Identity Formation Of Students Research Articles

Динамика профессиональной идентичности студентов аграрного колледжа в процессе профессионального обучения

The study aimed to identify the dynamics of professional identity of students of an agricultural college in the process of their professional training. The study was carried out using the cross-sectional method. It involved students of the 1st (n = 42), 3rd (n = 38) and 4th (n = 36) years studying in the areas of agricultural education. To identify the features of the professional identity of respondents, the methodology of A.A. Ozerina was chosen, with the help of which the educational and professional plans of students studying in different years, their professional position, motivation, professional intentions, attitude to the acquired profession and its representatives, self-assessment of themselves as a future specialist were studied. It was revealed that professional training has a positive effect on the formation of professional identity in students of an agricultural college, which is reflected in its positive dynamics from the first to the third year. However, in the final year, due to the crisis of professional training, there is a decrease in the number of students ready to build a professional career in the agro-industrial complex. The study concludes that in the process of professional training of future specialists in the agro-industrial complex, it is necessary to develop and implement targeted programs to form their professional focus on work in the field of the acquired profession. The main areas of such programs should be the development of educational and professional motivation, subjective position, the formation of a positive attitude to the acquired profession through overcoming the stereotypical image of an agricultural worker, fixed in the mass consciousness, the ability and readiness of students to independently and maturely choose their professional future.

How does assessment shape student identities? An integrative review

ABSTRACT Assessment of student learning is commonly understood as a seemingly objective measurement of learning outcomes. It is seen as fair that assessment targets students’ abilities – not their identities or personalities. This idea fails to acknowledge how assessment transforms its object, the students, often in unintended ways. While higher education research has largely emphasised the impact of assessment on student learning, the ontological question of how assessment shapes students has remained marginal. This is despite assessment being a part of the fabric of life in higher education: examinations, assignments, grades, rubrics, rankings, and metrics characterise the student experience. The present study addresses this knowledge gap by reviewing empirical studies on how assessment shapes student identities through a theory-driven integrative review of 32 articles (2007–2023). First, these studies are summarised to understand how they conceptualise ‘identities’, what kinds of assessment practices they depict, and what the reported influences on student identities are. Second, a conceptual synthesis provides a metatheory on how assessment transforms student identities in higher education. This theorisation suggests that assessment shapes students through the ontological mechanisms of (1) gatekeeping, (2) legitimisation, (3) concretisation, (4) socialisation and (5) individualisation. Moreover, the theorisation considers students’ own agency over their identity development. Overall, this study emphasises the crucial, hitherto overlooked role of assessment in shaping students’ professional and personal identities in higher education. This study proposes a research agenda to better understand student identity formation in and through assessment.

Cultural Values and Student Identity Formation in Multilingual Environment

Cultural Values and Student Identity Formation in Multilingual Environment

FORMATION OF PROFESSIONAL IDENTITY OF MEDICAL STUDENTS IN HIGHER EDUCATION INSTITUTIONS

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.

Collaborative Transnational Education in China: A Scoping Review of Emerging Research Trajectories (2016–2023)

The paper presents a scoping review of research on transnational education in China published from 2016, the last year that a comprehensive literature review on the subject was published in Chinese Education & Society. The authors delimited a corpus of 88 articles focusing on collaborative transnational education in China and published on Scopus-listed international journals. The analysis of this corpus was supplemented by sampling the top cited articles on the same subject published in Chinese language academic journals. The quantitative analysis showed how research production pivoted during the period with an increased focus on teaching and learning and the lived experiences of students, academics and managers, while the same literature was previously dominated by research on wider managerial and institutional matters. A qualitative analysis of the production revealed a number of emerging research trajectories: the experience of academics and managers; the impact on host-country higher education; student motivations; transnational vocational higher education; first year transition; teaching challenges; the lived experiences of the students; Covid impact. Finally, the analysis outlined some trajectories that are only broadly sketched: cultural tensions; students’ employability prospects; comparative studies among Sino-foreign cooperative universities; language and power; identity formation of students and academics. The article concludes with remarks on the value of studying transnational education within the context of China to further understand multicultural phenomena.

How learning spaces matter in entrepreneurship education: introducing the concept of topopraxis

ABSTRACT Research into entrepreneurship education has explored content, audience and pedagogy but much is still to be studied when it comes to the spatial dimensions of learning – that is, where entrepreneurship is taught, how this matters for pedagogies used, and the implications for learning. We seek to strengthen a theoretical foundation for understanding learning spaces and the spatial dimensions in entrepreneurship education (EE). We extend the teaching model framework by Fayolle and Gailly, to develop a conceptual model that relates place and pedagogy into learning spaces in EE, informed by recent pedagogical trends in experiential learning and design pedagogy. The model concerns the where-how, the topopraxis, of two types of learning spaces in team-based EE that are grounded in theory on the spatial dimensions of social interaction pertaining to team ‘territory’, and stakeholder proximity. The model proposes that topopraxis in EE programmes will impact learning processes and outcomes in the form of team relationship building, conceptual development , and student identity formation. To illustrate the applicability of the model, we analyse two cases of EE programmes, both conducted in studio environments, but differing in topopraxes and learning outcomes. Finally, we offer implications for EE research, and for the design of entrepreneurship programmes.

Professional or student identity and commitment? Comparing the experiences of nursing students with literature on student success

Improving the rates of continuation and completion of nursing students is a priority to ensure there are sufficient qualified staff to deliver national healthcare services. In the literature, which is predominantly informed by research undertaken in traditional HE institutions with students studying conventional academic programmes, the development of a student identity and course commitment are identified as key components of persistence and success. This linear model assumes that student identity formation takes place during the transition into HE - and professional identities develop as graduates progress into the workplace. Qualitative research in the UK and Norway with nursing and midwifery students found that a strong desire to become a healthcare professional is often the starting point for enrolling in HE, rather than the culmination of the course. A strong future-facing professional identity and commitment sustain many students through the process of accessing and ‘enduring’ their nursing degree programmes that qualify them for practice. But these programmes do little to nurture professional commitment and identity, which could be harnessed to help these students to successfully complete their nursing studies. Recognising the differences between these professionally-oriented, future-facing students, and those studying traditional degree programmes, should inform approaches to improve the continuation and success of nurses. Their learning experience needs to be affirming and nurturing of this emerging professional identity to allow students to overcome academic and professional challenges they experience as they strive to become nurses, and allow them to fully embrace their professional identity.

“Because we all change, right?”: A narrative inquiry of an international student’s self-formation in South Korea

Prior research on international student identity formation has mainly focused on students in Western countries, predominantly, the USA, the UK and Australia, leaving international students in Asia largely under-represented. This article, on the other hand, explores identity formation in an Asian context through a narrative inquiry of an international student, Mary (pseudonym), studying in South Korea (Korea hereafter). Drawing on Marginson’s (2014) concept of self-formation in international education, it examines Mary’s lived experiences as a cross-border student and presents a story of her personal transformation. Insights presented in this inquiry highlight that identity formation for international students is an increasingly dynamic process of conscious making of the self amid the glees and tensions that international education has to offer. Additionally, this work emphasizes that identity negotiation is triggered by contradictions of personal-versus-contextual and suggests the need to consider ways to strengthen agency in international students to facilitate self-change and development.

Ethnic identity: peculiarities of interaction between family values and multi-ethnic student environment through the example of Dagestani students

This study focused on the issue of ethnic identity of students as a process of interaction between the family upbringing values and multi-ethnic university environment on the example of Daghestani students of Moscow universities. The central study objective was to determine the effect of family values on the formation of national identity in students, as well as to identify whether there are any statistical differences in these terms between males and females. A total study sample included 214 Daghestani students from 15 Moscow universities distributed into two groups: experimental one (composed of Dagestanis) and control (multi-ethnic group). The research participants were asked to specify their national identity and assess the use of their mother tongue as an identifier. The null hypothesis of this study suggested that there are no significant differences between the assessments of Dagestani males and females towards traditional family values and no significant differences in ethnic identification between students of the experimental and control groups. The groups were compared based on the results of Pearson’s chi-squared test and Pearson’s correlation coefficient calculation. As a consequence, the null hypothesis was confirmed only for the students of the 4th and 5th study years. The practical value of the collected findings resides in their possibility to be used to address psychological problems in multi-ethnic student groups and create optimal conditions for personal development and ethnic identification of students.

Campus closures and the devaluing of emplaced Higher Education: widening participation in neoliberal times

Widening participation (WP) in Higher Education (HE) is often positioned as key to resolving social inequality; it underpins arguments that increasing levels of education lead to reduced levels of poverty. Located within the tension of duty and need, WP is positioned as both the responsibility of the University and a financial imperative. This paper considers the student experience of this tension, specifically the contradictions between discourses of equality and diversity and neoliberal conceptualisations of HE as market. Drawing upon qualitative research conducted during the closure of a WP satellite campus, the paper explores the consequences of the withdrawal of HE provision for ‘local’ students. Utilising focus group methodologies to develop an approach for ‘thinking with’ seven WP students, the paper explores the material, social and affective contexts within which students experience university in their ‘hometown’. Foregrounding participants’ critical understanding of their ‘place’ within a marketised HE sector, we consider the formation of student identity as a site of struggles for value. We argue, the closure of satellite campuses must be understood within the context of deepening social-spatial inequalities. Developing a critique of individualised constructions of ‘social mobility’, we outline an alternative imaginary of HE as an intergenerational community resource.

ФІЛОСОФСЬКІ ПРИНЦИПИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

У статті досліджуються наукові підходи до структурування методологічного аналізу педагогічної діяльності. Використання дефініції “ідентичність” у різних наукових сферах дає можливість створювати, диференціювати, систематизувати нові поняття та категорії. Особлива увага надавалася співвідносним категоріям, які органічно поєднанні між собою, дають уявлення про закономірності та інтегративний зв’язок між ними, який виявляється у процесі пізнання. Шляхом онтологічного аналізу діалектичних законів і категорій визначено загальні методологічні принципи (засадничі ідеї, що формуються у процесі пізнання): конкретності, історизму, науковості, діалектичності.

Features of professional identity formation of students - future teachers in the context of inclusive education

Features of professional identity formation of students - future teachers in the context of inclusive education

Formation of language identity in students of higher education institutions

Formation of language identity in students of higher education institutions

Becoming Backpack: Towards a Counter-Inscription of Young Adult Collegian Identity Work

This article invites readers to encounter the author’s early attempts at engaging creatively with data produced during a research project called Life Lines: The Art of Being Alive to Young Adulthood. Launched in January 2019, the Life Lines project was conceived as a critical participatory arts-engaged research endeavor aimed at opening up conventional theoretical wisdom about the nature of young adult college student identity formation. In addition to providing details of the inquiry project’s design and aims, a series of visual and poetic prose narratives open and become threaded throughout the article. These multimodal expressive forms function as a type of creative counter-inscription device, working both to complicate identity development models that limit subjectivity to human consciousness and agency, and to illustrate a more expansive, somatically attuned, and materially-entangled set of practices and productions of young adult identity work’s work and its study.

Exploring student disability and professional identity: navigating sociocultural expectations in U.S. undergraduate civil engineering programs

ABSTRACT National agencies throughout Australia and the United States (U.S.) have called for broadened participation in engineering, including participation by individuals with disabilities. However, studies demonstrate that students with disabilities are not effectively supported by university systems and cultures. This lack of support can shape how students form professional identities as they move through school and into careers. To better understand these experiences and create a more inclusive environment in engineering, we conducted a constructivist grounded theory exploration of professional identity formation in students who identify as having a disability as they study civil engineering and experience their first year of work. We conducted semi-structured interviews with 24 undergraduate civil engineering students across the U.S. and analysed them using grounded theory techniques. Navigating sociocultural expectations of disability emerged as one key theme, consisting of three strategy types: (1) neutrally satisfying expectations, (2) challenging expectations, and (3) aligning with expectations. Regardless of strategy, all participants navigated sociocultural expectations related to their studies and their disabilities. This theme highlights the ways sociocultural influences impact students’ navigation through their undergraduate civil engineering careers. These findings can be used to examine cultural barriers faced by students with disabilities to enhance their inclusion in engineering.

Forging a new identity: a qualitative study exploring the experiences of UK-based physician associate students

ObjectiveTo explore student physician associates’ (PAs) experiences of clinical training to ascertain the process of their occupational identity formation.SettingThe role of the PA is relatively new within the UK. There...

Medical student views of and responses to expectations of professionalism.

To earn society's trust, medical students must develop professional values and behaviours via a transformative process, from lay person to doctor. Yet students are expected to epitomise the values and behaviours of a doctor from the outset of medical school, leading them to feel 'judged all the time' (in terms of their professionalism). Our aim, therefore, is to extend knowledge exploring the expectations communicated to and perceived by medical students and to provide a conceptually framed understanding of students' associated emotional tensions. We used a qualitative exploratory case study methodology within a constructivist paradigm to explore the messages communicated about professionalism and students' perceived expectations of professionalism in one medical school. Data were collected in the form of: (i) regulatory and medical school documents, and (ii) focus groups with 23 participants in their first 2years at medical school. We used thematic analysis for data interpretation and two theoretical lenses, Amalberti etal.'s framework of system migration for health care and Sinclair's adaptation of Goffman's dramaturgical theory, to critically analyse the results. We found messages and perceived expectations of knowledge and competence, and the need to ensure trust. We also identified that the expectations of patients, doctors, society, family and friends are just as, if not more, influential than policy and regulatory expectations for early years' medical students. Moreover, we found tensions, with students feeling that the expectations of them from others were unrealistic for their level of training. With this came a sense of pressure to meet expectations that participants responded to by acting as if already competent. Our findings suggest that external forces (expectations) drive early years' students to act as if competent. Although this is part of student identity formation it could also have implications for patient safety and therefore necessitates recognition and support from educators.

Space and Identity Construction

This article explores the significance of space in international student identity formation, focusing specifically on the experiences of female Singaporean undergraduate students in the UK. By examining three spatial scales (public, institutional, and room spaces), this article employs a mixed methods approach to investigate how identity is spatially situated and spatially performed. Findings indicate that public and institutional spaces shape students’ feelings of Otherness, racial hypervisibility, and individual invisibility. Students’ strategies for resisting negative identities also differ across these spaces. On the other hand, room spaces and their objects and layouts are agentically used by participants to perform their identities to others and themselves. Thus, this article highlights the importance of the spatial dimension in producing a nuanced understanding of international student identity formation.

Multimodal mapping: Using mind maps to negotiate emerging professional communication practices and identity in higher education

Mind or concept maps have long been viewed as helpful tools to plan texts. The pedagogical focus is often focused on the end product as material artefact, with less pedagogical or assessment attention being paid to the process of mind mapping. A process-product approach to text and text-in-use can fulfil a variety of pedagogical goals that allow participants in a professional communication course to collaboratively negotiate meaning-making. By presenting mind maps in class and receiving immediate peer feedback, students have the opportunity to redesign their work to enhance understanding. This article uses a multimodal social semiotic approach as well as the notion of authorial stance (defined multimodally) to analyse a mind map, as both artefact and presentation. The analysis shows how a particular student transforms her work and thinking during in-class engagement. Besides turn-taking and experiential participation as communicator and audience, this negotiation of meaning-making contributes to graduate work-readiness. We argue that these scaffolding and scaffolded activities act to engage student identity formation as emerging professionals for the workplace.

Dance Major Physical Education Graduate Student's Identity Formation Process

Dance Major Physical Education Graduate Student's Identity Formation Process