Professional Identity Research Articles

Neither student nor teacher? Possible selves in the development of faculty identity during the practicum / ¿Ni estudiante ni profesora? Yoes posibles en el desarrollo de la identidad del profesorado durante el prácticum

The process of becoming a teacher is complex and involves enormous challenges for student teachers. Without a doubt, among the most decisive ones is the initiation into professional practice during the practicum. This qualitative interpretive study analyses the practicum reports (narratives) of 15 primary education students from the Dialogical Self Theory. The study seeks to identify the voices that nourish their professional identity, the I-positions (I-p) that arise when coping with critical incidents (CI) experienced during the practicum, and analyse how the different I-ps contribute to an agential transition of the identity from student to teacher. The results point out that the significant voices that nourish the identity of the students in training come from teachers and family members. When confronting CIs, the I-p of I-student predominated, and difficulties are experienced in deploying other professional I-ps. These also highlight the contribution of different I-ps towards the development of the students’ identity-agency, particularly of the I-p of I-future-teacher (possible self). The study offers relevant information for understanding how the student–teacher transition occurs and for reorienting practices towards identity development.

Transformational learning and professional identity formation in postgraduate competency-based medical education.

Residency programmes are in transition to a framework for competency-based medical education (CBME). The intersection of CBME with transformational learning (TL) experiences and professional identity formation (PIF) - particularly within senior learners in transitional states - is unknown but important to understand in order to develop and implement strategies to support trainees' professional development. Through inductive qualitative methods, we conducted semi-structured interviews (n= 22) of current trainees and recent graduates from adult cardiology residency training programmes within Canada to explore the impact of TL experiences on residents' professional growth and identity formation. Interviews were analysed using thematic analysis informed by TL theory. CBME did not appear to influence trainees' experiences of disorienting dilemmas and TL. Important clinical encounters and interpersonal relationships - in particular, those between mentor and mentee - shaped trainees' professional development as cardiologists ('enabling factors' for TL and PIF). 'Imposter phenomenon' was widely prevalent in our sample study population even among graduates who had already completed their training. Requisite elements for transformation (disorienting dilemmas, critical reflection, discourse and action) also contributed to PIF. TL experiences influenced PIF in senior learners but infrequently intersected with CBME; these experiences were more commonly prompted by disorienting dilemmas relating to clinical outcomes or interpersonal interactions independent of CBME-specific architecture.

Developing Dynamics of Teacher’s Professional Identity

the article describes the main directions of the teacher’s professional activity, their influence on the development of professional identity, the stages of the formation of the self-concept and the scientific-methodical analysis of the development criteria, as well as suggestions and recommendations for the effective organization of professional activity.

Crossing boundaries: developing preservice teachers' professional identity through hybrid school–university partnerships

PurposeSchool–university partnerships are the core of effective teacher preparation programs, and central to this model are the classroom teachers who mentor preservice teachers into the profession. This article describes an innovative collaboration that transcends institutional boundaries, operating in a hybrid space, aimed at supporting preservice teachers' development as educators, expanding their professional networks and fostering their sense of belonging and professional identity within a broader community of teacher leaders.Design/methodology/approachThis article describes a hybrid partnership model that provides preservice teachers with innovative mentoring experiences. Research on hybrid partnership models and boundary-spanning frames the discussion. The article provides a brief overview of two iterations of a collaboration between elementary preservice teachers and a cohort of teacher leaders in a fellowship program. The paper concludes by discussing lessons learned and directions for future research on the topic.FindingsPreservice teachers benefit from opportunities to engage with a variety of mentors throughout their program. While the classroom teacher serving as a mentor is central to teacher preparation, there is a space for hybrid partnership models that provide preservice teachers additional mentors to support their development and connections to a professional learning community of teacher leaders. Through innovative hybrid collaborations, preservice teachers engage with diverse mentors, expanding their professional networks and preparing them to navigate the complexities of the educational landscape with a sense of belonging and identity.Originality/valueThis article contributes to the literature on hybrid partnership models, aimed at empowering preservice teachers by integrating them into a professional community of teacher leaders, fostering their sense of belonging, identity and preparedness to navigate the complexities of the profession.

Factors influencing the turnover intention for disease control and prevention workers in Northeast China: an empirical analysis based on logistic-ISM model.

This study aimed to determine the current turnover intention among workers at Centers for Disease Control and Prevention (CDCs) in Northeast China and to investigate the factors contributing to this phenomenon. The cross-sectional study was conducted in May 2023 across four northeastern provinces of China. The study included a total of 11,912 valid participants who were CDC workers selected using a stratified cluster sampling method. The study assessed demographics, turnover intention, work resources, work perceptions, and psychological support through online questionnaires. The binary logistic regression analysis identified the factors associated with turnover intention for CDC workers, while the Interpretative Structural Modelling (ISM) revealed the hierarchical relationship between the influencing factors. The study found that 28.8% of the respondents reported high turnover intention. The binary logistic regression suggested that the risk factors of turnover intention among employees included gender, age, education, and several work-related, organizational, and psychological factors. The work-related factors were daily working hours, job burnout, and role overload. The organizational factor was unit support for training, unit's infrastructure conditions, leadership style, remuneration package and performance appraisal and promotion system. The psychological support factors were family support, professional identity, and organizational commitment. The ISM analysis results showed that the primary factors influencing CDC workers' intention to leave were internally connected and grouped into four categories according to their level of impact: surface, transition, deep, and essential factors. Notably, the essential factors were professional identity and organizational commitment. Nearly one-third of the respondents expressed a strong desire to resign from their employment. Turnover intention among CDC workers was subject to diverse influences. Early identification, detection, and targeted multidisciplinary interventions should be introduced to address the array of factors that affect staff, with particular emphasis on boosting the professional identity and organizational commitment of CDC workers.

Unraveling role of accountants’ professional identity toward sustainable development: Does inclusive leadership make a difference?

Unraveling role of accountants’ professional identity toward sustainable development: Does inclusive leadership make a difference?

Academic Opportunities of Gamification at University

Gamification is a powerful tool of modern education, but its successful implementation requires careful planning that takes into account the academic context and the individual needs of students. The authors tested a new narrative model of gamification, which integrated game elements and storylines to create a more interactive and motivating learning environment. The model involved stories and scenarios that linked various tasks and activities to immerse students in professionally relevant situations. The model was based on gamification principles, game mechanics, interactive tasks, social interaction, and adaptive feedback. The narrative contextualized learning, thus enhancing students’ engagement, motivation, and professional identity. The experiment (September-December 2023) gamified a course of Professional Ethics and involved first-year students of Clinical Psychology (n = 31), Voino-Yasenetsky Krasnoyarsk State Medical University. The narrative model of gamification fostered a more positive attitude towards the future profession, increased students’ engagement, and enhanced their interest in the academic process. Storylines, roles, personages, problematic situations, and unpredictability ensured students’ deep immersion in professional situations and contributed to the development of important ethical and professional qualities. Gamification has a great potential for improving the quality of higher education, making the learning routine more exciting and effective.

HIV testing services and HIV self-testing programming within emergency care in Kenya: a qualitative study of healthcare personnel to inform enhanced service delivery approaches

ABSTRACT In Kenya, persons insufficiently engaged in HIV Testing Services (HTS) are often treated in emergency departments (ED). There are limited data from healthcare workers on ED-HTS. A qualitative study was completed to understand challenges and facilitators for ED-HTS and HIV self-testing (HIVST). Data were collected via six focus groups of healthcare workers. Data were inductively analyzed and mapped to the Capability–Opportunity–Motivation Behavioral Model. Focus groups were completed with 49 healthcare workers: 18 nurses, 15 HIV counselors, 10 physicians and 6 administrators. HTS challenges included staff burdens, resources access, deficiencies in systems integration and illness severity. HTS facilitators included education of healthcare workers and patients, services coordination, and specific follow-up processes. HIVST challenges included accuracy concerns, follow-up barriers and psychosocial risks. HIVST facilitators were patient autonomy and confidentiality, resource utilization and ability to reach higher-risk persons. Mapping to the Capability–Opportunity–Motivation Behavioral Model interventions within the domains of knowledge, decision processes, environmental aspects, social influences and professional identities could support enhanced ED-HTS with integrated HIVST delivery. This study provided insights into challenges and facilitators on ED-HTS and identifies pragmatic approaches to improve healthcare workers’ behaviors and abilities to provide services to persons already in contact with healthcare.

A Resident Narrative Medicine Curriculum to Promote Professional Identity Development: Story-Based Sessions Grounded in Narrative Learning Theory.

Empathy, reflection, and social connectedness are important skills for physician identity development and are increasingly challenged by burnout. Humanities-based interventions like narrative medicine (NM) are emerging in medical education to promote these skills. Only 17% of such initiatives target graduate medical learners. Furthermore, interventions are inconsistent in approach and theory representation. NM uses story-based learning to promote reflection and group discussion. Inspired by narrative learning theory, we developed NM sessions for residents to foster healthy identity development. Ninety-minute sessions were integrated into curricula for PGY 1-PGY 3 internal medicine-primary care residents at two large academic centers. Sessions involved engagement with a narrative source (stories, poems, art), personal reflection, and group discussion. Topics ranged from burnout to difficult patients. Participants completed anonymous postsession surveys assessing satisfaction, attitudes, and skills. Fifteen sessions occurred from 2021 to 2023, with three to 10 residents per session. Fifty residents completed between one and four sessions, with 68 survey responses (response rate: 88%). Over 95% ranked 4-5 out of 5 for overall impression (n = 67) and personal value (n = 65) of sessions. Sessions were highly enjoyable (M = 4.8), with mean scores of >4 out of 5 for impact on wellness, appreciation of work values, social connectedness, and patient care. NM sessions demonstrated measurable improvements in several domains of professional performance including wellness, job satisfaction, and patient care, while promoting camaraderie and emotion processing. Our materials offer tremendous potential for promoting healthy identity formation.

Surviving academia: Narratives on identity work and intersectionality

AbstractThis paper examines the lived experiences of four early career researchers (ECRs), from various intersecting backgrounds, who pursued their degrees at a prestigious UK university. Bonded through solidarity and care, the authors came together in an online writing group (OWG), which serves as a means of liberation from structural, colonial, and patriarchal oppression. Built upon autoethnographic vignettes, this paper reveals fragile narratives to capture subjective experiences of neglect through the lens of intersectionality and Goffmanian “passing” and “revealing”. Motivated to explore the coping mechanisms of marginalized ECRs, this paper's co‐constructed data collection and co‐generative analysis unpack how a meso‐organization (here, the OWG) allows foreign identities to transcend the constraints of the expected academic professional identity; thus freeing authors from stigma. This paper calls for help and advocates for the urgency of support groups for ECRs as they face issues around finances, political conflicts, and family from pre‐ to post‐COVID‐19 pandemic. Additionally, the research challenges internalized norms of academic productivity and responsibilization and calls for a re‐examination of systemic inequalities. By advocating for collaborative autoethnography and embodied personal storytelling, this study contributes to a richer, more inclusive exploration of intersectionality in academia and emphasizes the need for structural reforms to create more equitable academic environments.

Understanding Professional Identity Through Pedagogical love: A Case of a Mentoring Dyad in Turkey

In this article, how a mentee’s developing professional identity is reflected in the use of pedagogical strategies is explored through the mentor teacher’s lens. Although mentoring relationships have traditionally focused on improving mentee teachers’ teaching repertoire, unstructured affective processes involved as a result of the mentoring relationship have received limited attention. As being mentored to teach is intrinsically an effective process, this study situates the mentee’s use of pedagogical strategies as a reflection of the developing professional identity within the pedagogy of love framework. Within the scope of the framework, how the mentee teacher utilizes her understanding of the pedagogical authority of the mentor teacher to develop her professional identity is reflected in the transformational role of pedagogical love. The mentee teacher steps into a self-actualization journey in which empathy, building trusting platforms for learning, and developing novice teacher intuition during the novel pedagogical encounters take precedence.

Tensions at the University and Living in Liminality: English Language Teachers Navigating through New Research Expectations

This study examined tensions affecting university English language teachers, and subsequently the liminal space they occupied. In this study, tensions arose because of the introduction and promotion of Scholarship of Teaching and Learning (SoTL) for conducting language pedagogical research. This move had inadvertently displaced existing research perspectives and approaches and compelled a reconfiguration of the teacher’s professional sense of self. There were four English language teachers involved in this study, all of whom were teaching different types of English courses for academic purposes in a public university in Singapore. Data for this study comprised reflections written by the participants, which were analyzed as case studies. Through the examination of tensions and liminality affecting the participants, it became apparent that distinct strategies and coping mechanisms were enacted. There were those who sought to distinguish existing research perspectives, and those who embarked on a productive journey to navigate through the new research requirement. All these constituted professional development for the participants in personalized ways. The examination of the case studies also indicated how top-down research endeavors may be challenged, especially in a field like English language education, given its long-standing and established research traditions. Yet, the circumstance which saw novel research approaches being introduced illustrate how the professional community of English language teachers in the higher education setting remain on the fringes of academia. Future studies should consider taking an ecological approach to examining tension to gain a more comprehensive understanding of English language teachers’ professional identity.

Factors affecting retention of occupational therapists in adult mental health service: A systematic review with narrative synthesis

Introduction: There are over 43,000 occupational therapists across the United Kingdom, with mental health occupational therapists being acknowledged as a main workforce of OT services. However, staff shortages are occurring, and urgent action is needed to retain this important workforce. Methods: The systematic literature search was conducted in the CINAHL, PsycINFO and Scopus databases to identify research literature published since 2008. Due to the heterogeneity of the included studies, a narrative synthesis was utilized. Results: A total of 20 studies (21 papers) were included in the review. Five thematic factors – well-being at work, organizational work environment factors, job resources, supervision and staffing, along with various subtheme factors emerged from the synthesis. The findings suggest that retaining mental health occupational therapists is a complex issue, affected by many factors. The study emphasizes the triangular relationship among three aspects of well-being (job satisfaction, professional identity and burnout) at work and introduces the concept of a ’Retention Ecosystem’. This illustrates how subtheme factors interconnect and influence the retention of mental health occupational therapists. Conclusion: The retention of mental health occupational therapists is revealed to be a multifaceted challenge. There is a need for developing more targeted, meaningful and holistic strategies for retaining the current mental health occupational therapist workforce.

Redefining professional and academic identities turning points in pre-service and novice mathematics teachers’ development of lived experience in and after short-track teacher education

Redefining professional and academic identities turning points in pre-service and novice mathematics teachers’ development of lived experience in and after short-track teacher education

Fostering excellence: professional associations and the cultivation of teachers’ professional identities

ABSTRACT In the Republic of Croatia, there is not a single overarching professional association for early childhood education (ECE) teachers. Instead, six regional ECE teachers’ associations are actively operating. Recognizing the shared responsibility for upholding professionalism, ECE teachers are proactively seeking a nurturing environment that fosters their professional growth and aligns with their practical requirements. This research was conducted with a sample of 206 ECE teachers in the Republic of Croatia and aimed to explore the role of professional ECE teachers’ associations in shaping the professional identity of ECE teachers within the country. To achieve this objective, a survey questionnaire was designed to assess motivation, self-perception, self-efficacy and attitudes of ECE teachers toward educational tasks and ECE teachers’ professional associations. The findings reveal that both education level and membership in professional associations are predictive factors influencing respondents’ perception of their profession and their professional identity.

Advancing inclusive practices in higher education: possibilities and limitations of a social justice professional development course

ABSTRACT Research on widening the participation of historically underrepresented university students tends to focus on student preparation and the structural adjustments needed to attract and retain them. Few studies have examined how to prepare university staff for the diversity of students that comes with such widening participation programmes. This paper contributes to this gap by discussing the impact that a professional development course on practising inclusion in higher education had on academic and professional staff participants’ understanding of equitable and inclusive practices. Using interview data, we found that participants developed a more nuanced and sensitive practice and greater confidence to act for change as they acquired new skills and knowledge associated with social inclusion practices, reflected on their professional identity changes, and gained critical insights into their roles. These findings support the need for this type of professional development to prepare all higher education staff to genuinely support university students from underrepresented groups. They also highlight the need for these professional development offerings to foster greater reflexivity about taken-for-granted assumptions, a deeper understanding of structural power and inequity in higher education, and higher education staff members’ capacity to enact change within these structures.

The relationship between professional identity and professional development among special education teachers: a moderated mediation model

The professional development of special education teachers has received increasing attention in recent years, and identity has been identified as a protective factor in this context. However, only a limited amount of information is available regarding the potential mediators and moderators of this relationship. A major objective of this study was to determine (a) whether self-efficacy mediates the relationship between professional identity and professional development and (b) whether perceived social support moderates the indirect relationship between professional identity and professional development among special education teachers. A total of 2668 special education teachers participated in this study and completed measures relating to their professional identity, self-efficacy, perceived social support, and professional development. The study found that (1) professional identity is significantly and positively related to the professional development of special education teachers, while self-efficacy and perceived social support are similarly positively related to their professional development; (2) the relationship between professional identity and professional development is partially mediated by teachers' self-efficacy; and (3) perceived social support moderates the indirect effects of professional identity on special education teachers' professional development via self-efficacy. Based on the findings of this study, it appears that high perceived social support may be a protective factor concerning the professional development of special education teachers with low self-efficacy since these special education teachers appear to require more professional development.

How higher education teachers see their professional identity

An important dimension to understand the student learning process is the professional identity of teachers, which is conceptualized as a continuous process of construction and reconstruction. In this process, teachers define and assume their roles in a specific educational context that is characterized by tensions, adjustments, and transformations. This study focuses on understanding the professional identity of higher education teachers, a field characterized by constant evolution and demands. The personal characteristics of this identity are explored, including experiences and biographical representations, as well as its interrelationship with the institutional environment. Using a qualitative interpretive approach, six teachers recognized for their pedagogical innovation and educational commitment were interviewed. The results reveal outstanding motivation and responsibility in educational work, but also tensions between personal identity and the work context, reflected in the perception of low recognition and the importance of institutional leadership. The teachers show a critical and reflective view of their work, influenced by childhood experiences that impact their conceptions of educational justice and equity. To conclude, the common characteristics of professional identity in higher education highlight the need to integrate them into professional development. The article advocates for the design of more personalized training programs and the promotion of continuous learning among peers as key elements to strengthen this identity and improve pedagogical practice.

Transitioning identities in professional education: an appreciative enquiry

ABSTRACT Higher education lecturers who have moved into teaching on professional education programmes from careers in professional practice are an under-researched group. Questions related to self-concept combined with wider social and sectoral issues relating to perceptions about the nature and purpose of higher education can affect the development of their new professional identity. Building on previous research into the experiences of new and developing academics, the research reported here sought to gain an understanding of the experiences and dispositions that contribute to shaping professional identity for those who have moved from professional practice into teaching roles in higher education within an education and social work faculty. Utilising an Appreciative Inquiry model, the objective of this research was to better understand participants’ professional perspectives and needs. Findings are organised around three areas: i) the importance of values and goals as catalysts for identity change, ii) the role of social and professional perceptions that impinge on (in)security of identity, and iii) the sense that academic identity development is an iterative and elastic process. These findings suggest the need for future research that engages with exploring how best to promote and nurture productive and satisfying academic careers for those moving between professional and professional education contexts.

Medical silos, social identity, and duty of care: A call for health leaders to improve transitions of care.

This article explores the concept of medical silos, particularly within hospital systems, and examines their deeper roots in social identity and the fiduciary duty of care of healthcare providers. While traditional perspectives focus on informational and communication barriers, this analysis highlights how professional identity and moral obligations contribute to the persistence of silos. Social identity theory reveals that strong in-group affiliations, formed during medical training and specialization, fosters collaboration within groups but also create divisions between them. Similarly, the fiduciary duty of care, central to ethical medical practice, may inadvertently reinforce silo boundaries in resource-limited environments. By emphasizing the role of centralized leadership, the article proposes that health system managers and leaders, with the broadest possible duty of care, must take action to dismantle these barriers. Recommendations include re-evaluating policies for patient transitions and fostering integrated care pathways to improve overall system flow, rather than simply balancing the agendas of stakeholders within their silos.