Professional Identity Development Research Articles

The role of Doctor of Nursing Practice programs' mission, vision, and values statements in the development of students' professional identity: A qualitative study

ObjectivesThe effectiveness of university and program mission, vision, and values statements in shaping Doctor in Nursing Practice (DNP) programs' curricula and their students' professional identity is insufficiently understood. DesignThis qualitative research project explored how these statements inform DNP program curricula and contribute to the development of the professional identity of students SettingThree DNP programs in the U.S. American Midwest participated in this research. ParticipantsParticipants included students, alumni, and faculty from these three programs. Methods33 semi-structured interviews were conducted. The transcriptions were analyzed, using the Grounded Theory approach, and the results were interpreted in light of the statements of participating programs. ResultsWhile a wide range of themes related to interviewees' professional identity was identified, it became apparent that students' professional identity is centered on (1) being citizens engaged in social, democratic, and political processes, (2) building caring relationships and communities, and (3) addressing health inequities. Such priorities are explicitly aligned with the statements of participating programs. ConclusionsThe results (1) highlight the potential of statements to foster students' development of a professional identity as DNPs and (2) underscore that this identity is aligned with nursing programs' specific mission and values.

Autoethnography of a Japanese academic in an Australian university: the development and changes of professional identity

This study uses autoethnography to examine the development of and changes in my professional identity through my study and work experiences since I came to Australia from Japan. I am currently an academic teaching Japanese language and research in the field of applied linguistics in an Australian university. I wrote a self-narrative about my experiences and the related emotions covering the time of my arrival in Australia from Japan in 1997. Because teaching and research are the major roles in my current position, I coded the narrative for statements concerning my teacher identity and my researcher identity. After reading the narratives and repeatedly reviewing the coding, I produced stories about my teacher and researcher identities. The development and changes of my professional identity were closely linked to sociopolitical aspects of my work in my immediate teaching and research contexts and to my linguistic and cultural backgrounds. My relationships with students and research colleagues tended to trigger positive emotions and contribute to the development of a positive professional identity, whereas relationships with higher management at the university were likely to cause negative emotions and contribute to the development of a negative professional identity.

Türkiye'deki Öğretmen Kimliği Üzerine Yapılan Araştırmaların Sistematik İncelemesi

This study aims to examine the studies on teacher identity in Türkiye as a systematic review. The research was carried out using descriptive model. In this review, firstly, inclusion and exclusion criteria were determined, then search terms and databases to be searched were decided. Studies obtained from HEC Thesis, HEC Academic, TANIC and ERIC databases were evaluated in terms of research method quality. PRISMA flowchart was used to clearly show the search strategy. The studies included in the study were recorded in Research Information Form developed by the researchers. Descriptive content analysis was used in the analysis of the data. As a result of the research, it is concluded that 104 studies on teacher identity are published between 2005 and 2022, 30 of which are master’s thesis, 18 are doctoral dissertations, and 56 are articles. It is concluded that most of the studies aimed to examine the formation, nature and development of teacher identity, qualitative research method, case study design and interview forms as data collection tools were used the most frequently. Also, the sample/research group of the studies mostly consist of teacher candidates. When the findings of the studies are examined, it is determined that the professional identity sub-theme of teacher candidates included identity development and perception of professional identity, and the professional identity sub-theme included the findings related to identity development and characteristics, identity perception and correlated factors.

Transformational learning and agency for professional identity development: first-year social work student retention and wellbeing

ABSTRACT Challenges relating to first-year student retention and learning outcomes are recognized as a multi-faceted issue in the tertiary education sector across many professional programs, including social work. Graduating students can find it difficult to establish themselves in the workplace. The researchers wanted to understand if fostering a sense of professional identity for social work students as part of the research experience might in and of itself enable retention because of improved opportunities for transformational learning, agency, and wellbeing as a student. The participatory action research project was designed around a community of practice of social work students facilitated by two recent graduates to undertake the collaborative design and creation of supportive educational resources. Student empowerment, connectedness, and wellbeing were improved by involvement in the collaborative professional task of doing research, with students reporting increased connection with the university and engagement in their learning. Implications for fostering professional identity development during social work education are explored.

Contribuciones de un blog a la identidad, el desarrollo y la profesionalización de la Educación Social

Social media have a special role in today's society and this is being reflected in the development of the professions. Social Education does not escape from this reality and to this we can add the lack of studies on the subject. This article presents part of the analysis carried out as part of a wider investigation into the contribution to Social Education of a blog called "Educablog", which has been running for more than 15 years. The aim is to analyse the contribution of the blog to the identity, professional development and professionalisation of Social Education, from the perspective of professional users. In this research we have opted for a qualitative methodology and we have used the lifeline where we have relied on the use of photographs to gather information. The discourse generated in the development of the dynamic shows significant contributions from “Educablog” in the professionalization, professional identity and professional development of Social Education. In the same way, it has been shown that digital media have significantly accompanied the evolution of Social Education within and outside this object of study.

Identification of Factors Influencing Professional Identity Development in Medical Students at Basic Sciences Stage.

Medical education is beyond gaining a certain level of knowledge and mastering a specific set of skill. Medical students should try to improve the self and system, which necessitates personal growth and professional identity development. In this study, we aimed to investigate the factors which contribute to the formation of professional identity of medical students in basic sciences stage and finding out the significance of each factor. In this cross-sectional practical survey, semi-structured interviews were done with 10 medical students. The interview results yielded several items, which were used to make a 14-item questionnaire, the validity and reliability of which were verified. The contribution of the items to the factors was verified through factor analysis, the prerequisites of which were KMO and Bartlett test, which were done and approved. The significance of the factors obtained was evaluated and ranked through one sample t-test and Friedman test, respectively. The result showed that professional identity development in the stage of basic sciences was influenced by several factors, including educational, socioeconomic, personal, and familial ones. Also, the personal factor ranked first, followed by socioeconomic, educational, and familial factors, respectively. In this study, it was concluded that the participants were more influenced by their own personal attitudes as compared to their familial, socioeconomic, or educational factors. Moreover, the factors which contributed to the professional identity of medical students were not at the same level of significance. To train physicians with high professional identity, medical education authorities are recommended to consider the above-mentioned factors.

Narrative Inquiry of a Chinese EFL Student Teacher’s Professional Identity Development through Practicum

Narrative Inquiry of a Chinese EFL Student Teacher’s Professional Identity Development through Practicum

Student Expectations in Hebrew Teacher Training: On the First Cohort of Palestinian Female Students from East Jerusalem

The study focused on the first cohort of Palestinian female students from East Jerusalem to enroll in a “Hebrew for Arabic speakers” teacher training program at the Hebrew University in Jerusalem. This novel curriculum is designed for Hebrew teachers in Arab schools, particularly in East Jerusalem. The research examined the students’ expectations from the curriculum and instructional staff. The study’s main argument was that students’ expectations from the program were impacted by a variety of historical, sociocultural, and political factors specific to the context of Jerusalem, as was their ability to become Hebrew teachers in East Jerusalem schools in accordance with the Israeli curriculum. Analysis according to Bronfenbrenner’s Ecological Theory indicated that students’ expectations pertained to: the development of personal and professional identity; the need for lecture support on academic and occupational issues; command of the Hebrew language as a stimulus for academic, occupational, and social development; integration in the Jerusalem employment market; and social mobility. The findings contribute to the little existing research on Palestinian Jerusalemites’ academic integration by conceptualizing a minority population’s aspirations in Israeli higher education. In this way, they may help policymakers in Israeli academic institutions to develop training programs targeted at specific populations.

РЕФЛЕКСИВНЕ ПИСЬМО ЯК ПРАКТИКА ФОРМУВАННЯ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ ЗДОБУВАЧІВ ВИЩОЇ ВІЙСЬКОВОЇ ОСВІТИ

The purpose of this article is to highlight the critical experience of integrating the practice of reflective writing into formal English classes as a means of providing insight into the development of military cadets' professional identities. Materials and Methods. A reflexive thematic analytic approach was used. The study was based on the results of reflective writing of 43 cadets (students) of the Military Institute of Telecommunication and Information Technologies, who are in their fifth year of study. Results and Discussions. Most of the reflections focus on self-perception, which is found in 86% of the works. In their reflective writing, cadets view their development as a growth in personality rather than a growth in skills and abilities. Reflections on taking responsibility are found in 77% of the written works. Self-esteem as a component of professional identity is found in 64% of the works. Reflections on work motivation are found in 16% of the works. Reflections on future prospects are found in 8% of the works. Most reflective writing (83%) is characterized by a superficial descriptive approach; stereotypical and conformist presentation; avoiding describing the dilemma or problem; disregarding emotions; failing to analyse or reflect. The results may indicate 1) a lack of reflective capacity among military personnel; 2) psychological discomfort associated with restrictions on free expression that turn reflective writing into a test of conforming to institutional requirements. Conclusions. It is necessary to create a clearer methodological basis for introducing the practice of reflective writing into the curriculum of military institutions. This is essential to develop reflective skills in military personnel and to find alternative means and tools to facilitate cadets' reflection, at least on their professional identity.

Decreasing the Anxiety and Shame of Medical Students Not Placing into a Residency Using an Innovative Fifth-Year Educational Intervention.

US medical students, even before the COVID-19 pandemic, exhibited higher rates of mental health challenges than age-matched cohorts. The National Resident Matching Program (NRMP) match process, which places medical students into residency, is the culmination of medical school training and a well-recognized stressor that amplifies anxiety levels and the mental strain that accompanies medical school. Facing an unprecedented year with a decrease in 2021 NRMP placement percentages, Rocky Vista University College of Osteopathic Medicine (RVUCOM) introduced an innovative new program, the predoctoral internship (PDI), to support students who did not match into a residency program. At no extra expense to the student, this program offers a year-long opportunity to customize experiences in both clinical and academic settings, along with leadership training, aimed at bolstering their residency applications. Alternatively, students could participate in a Master's PDI (MPDI), which allowed students to concurrently pursue a master's degree of their choosing with an external program. RVUCOM achieved 100% placement for students completing the PDI or MPDI program, aligning with the institution's historical graduate trends. Perhaps equally important, students in the program reported feeling supported and less ashamed, fostering loyalty to RVUCOM. Transparency in communication and leaning into institutional values reinforced trust within community partners. The intentional balance of rigor and support, coupled with faculty investment, proved crucial for success. The experience held students accountable, allowing personal and professional growth and fostering the development of a deeper professional identity. RVUCOM's innovative approach to unplaced students not only addresses the challenges faced by RVUCOM students not achieving a residency placement, but also transforms an unforeseen circumstance into an opportunity for growth, resilience, and the development of more competitive and accountable medical graduates.

Drawing teacher identity: Perspectives of students in a teacher education program

Teacher identity significantly influences pedagogical decisions, classroom practices, and professional development. Understanding the development of preservice teacher identity is particularly important during initial teacher education, as it involves navigating and integrating the perspectives of both a learner and an emerging teacher. This exploratory study investigated the perceptions of teacher identity held by students in a teacher education program at a public university in the United States. Guided by phenomenography and a drawing-based research method, the data sources included drawing tasks and a focus group interview. The findings revealed that the participants had predominantly positive and idealistic views of teacher identity, using various affect-laden symbols in their drawings and depicting themselves with positive characteristics. Although their classrooms were depicted as traditional, the participants emphasized their commitment to promoting student-centered learning and fostering a positive classroom atmosphere. Past schooling experiences were found to be integral in shaping teacher identity, as well as their motivation and passion for teaching a particular subject or concentration area. The findings highlighted that the participants held strong perceptions of teacher identity even before entering the teacher education program. Thus, this study posits that addressing teacher education students' pre-existing beliefs and perceptions is essential to developing positive professional teacher identity development and confirms that drawing can be a powerful reflective tool that stimulates self-awareness of prior beliefs and views toward their chosen teaching profession, thereby preparing them to learn, unlearn, and relearn many aspects of one's personal and professional identity.

The Rule of Law, The Lawyer's Role as a Public Citizen, and Professional Identity: How Fostering the Development of Professional Identity Can Help Law Schools Address the Crisis Facing American Democracy

The Rule of Law, The Lawyer's Role as a Public Citizen, and Professional Identity: How Fostering the Development of Professional Identity Can Help Law Schools Address the Crisis Facing American Democracy

Developing professional identity: Narratives of preservice preschool teachers

The purpose of this study was to examine the professional identity development of preservice preschool teachers. In this research, currere method, which is an educational autobiography creation technique, was used. A total of 20 Turkish female preservice preschool teachers participated in the study. The data of research was collected via autobiographies written by preservice preschool teachers. The results indicate that preservice preschool teachers were influenced by their families and by their passionate teachers in their past educational life. Also, the future expectations of preservice teachers have an effect on their present educational experiences. In addition, preservice teachers stated that the autobiographical writing process providing them with the opportunity to review their past, present and future expectations. They stated that this opportunity helped them get to know themselves better and structuring their ideas about their personal and professional lives.

The effects of web-based progressive muscle relaxation exercise on perceived stress and anxiety levels of nursing students who were in clinical practice for the first time: A randomized controlled trial

Introduction/Objective. It is reported that during the education process, uncontrollable long-term stress affects professional identity development and health of nursing students negatively. The effects of web-based progressive muscle relaxation exercises on perceived stress and anxiety levels of nursing students who were in clinical practice for the first time were analyzed in the present study. Methods. The present study used a randomized controlled design. The study was carried out at a state university in Turkey. A total of volunteering 66 nursing students (36 in the control and 30 in the intervention group) in clinical practice for the first time who were studying during the 2021-2022 academic year were included in the sample. Intervention group students performed 36 sessions of progressive muscle relaxation exercise three days a week for 12 weeks. The data were collected by using the ?Sociodemographic Characteristics Form?, ?State-Trait Anxiety Inventory (STAI)? and ?Perceived Stress Scale (PSS)?. Results: In comparing post-test mean scores of intervention and control group, PSS and STAI total mean scores of the intervention group were found to be statistically significantly lower than those of the control group (p < 0.05). Conclusion: Progressive muscle relaxation exercise was found to reduce perceived stress and anxiety in nursing students who were in clinical practice for the first time.

Entertaining and Embracing Professional Identity Development in the 1L Legal Writing Curriculum

Entertaining and Embracing Professional Identity Development in the 1L Legal Writing Curriculum

Professional Identity Development of Black Doctoral Students in Counselor Education: A Reflexive Model

Professional Identity Development of Black Doctoral Students in Counselor Education: A Reflexive Model

Examination of High School Physics Teachers’ Professional Identity: A Case Study

This study aimed to explore physics teachers’ professional identity through multiple-case methodology. The goal of physics teacher education is to enhance teachers’ professional development to address the suggestions of reform-based science education. Science teachers’ professional identity has been explored at different grade levels: science teachers defined themselves as content teachers, classroom managers, or isolated workers. In this study, physics teachers’ professional identity is analyzed and explained through Wenger’s (1998) theory of learning. The participants were three male high school physics teachers. Data were collected through interviews, reflections, lesson plans, and classroom observations and analyzed through thematic analysis. The results showed that participating teachers had different identity characteristics in that they were defined as question-oriented, project-oriented, or lecture-oriented teachers. The question-oriented teacher focused on questioning to elicit students’ ideas on different types of questions, the project-oriented teacher tended to encourage students to explore the real-life physics through projects, and the lecture-oriented teacher aimed to explain the content through following a smart notebook including all content explanations and sample questions. The analysis through Wenger’s theory showed that the relationship between teachers’ beliefs and practices was linked to physics teachers’ professional identity. The study has important implications to understand development and characteristics of teacher professional identity.

Identity Development: Analyzing the Professional Identity of After-school Tutors in China's Competitive Private Education Sector

After-school tutoring has grown rapidly in China, employing millions of tutors. However, little research explores these tutors' professional identity development. This study aims to understand the factors shaping tutors' professional identity in Nanning's private tutoring sector. In-depth semi-structured interviews were conducted with 10 experienced tutors in Nanning selected through purposive sampling. The interview questions explored four dimensions of professional identity and influencing factors. Transcripts were analyzed using qualitative coding techniques. Major Findings show that Tutors' professional identity is shaped by their values, academic background, relationships, and work context. Passion for teaching competes with business priorities. Role confusion and lack of belonging challenge identity. Clear expectations, training, and institutional support are needed. The study concludes that by analyzing tutors' identity formation, this study provides insights into strengthening the tutoring profession. Regular training programs, positive student-tutor relationships, and a supportive work environment can enhance tutors' professional identity. Findings inform policies on tutor development in China's expanding private tutoring industry.

Exploring how longitudinal integrated clerkships at Stellenbosch University influence the career journeys of medical graduates

Background. Longitudinal integrated clerkships (LICs) are increasingly being implemented across the globe for their educational benefits and the recruitment of rural medical practitioners. As new LICs are established, it is important to explore the extent to which these benefits manifest, and the influence of LICs on the career journeys of graduates. Stellenbosch University’s LIC has been running for 11 years, and to date the career outcomes of graduates have not been described.Objectives. To explore factors that influence the career journeys of graduates from Stellenbosch University’s LIC.Methods. An interpretivist, qualitative study was performed. Semi-structured interviews that were recorded and transcribed were conducted (8 graduates, ≥5 years after graduation). Inductive thematic analysis was done. Participants were asked to depict their career journeys. These pictures and an interview guide were used as prompts during the interviews.Results. Three themes were generated from the data: (i) feeling prepared for the career journey; (ii) acquiring a new motivation and career goals; and (iii) unexpected influences on career journeys. The availability of posts and transformative influences are important factors in the career journeys of LIC graduates. These graduates were enabled by their undergraduate training to explore non-traditional career options and preferred working in rural environments. Although individual priorities caused many participants to work in urban settings, they indicated a desire to return to rural environments.Conclusions. The LIC training at Stellenbosch University acts as a significant influence on the early career journeys of such graduates, which are possibly achieved in two ways. Firstly, LIC supports the development of professional identities among its graduates. Secondly, LIC supports transformative learning within a safe learning environment that leads to changes in perspectives regarding the graduates’ responsibility towards patients and communities.

“I’ll take it with me all my life”

Substantial evidence has proved that teacher identity significantly influences teachers’ beliefs and choice of actions in their work, and teacher education contributes to the formation and development process. Based on the findings from analysing student teachers’ pedagogical creeds, this article explores the professional identity development of student teachers who have taken an international course at a Norwegian university. The major data sources are the participants’ pedagogic creeds, supplemented by focus-group interviews with one cohort of students. Findings indicate that identity development is an ongoing process, which can be influenced by different factors. Findings also show that the international course has a positive impact on student teachers’ identity development while writing a pedagogic creed can serve as a dialogical tool for their identity development. This case study provides implications for both international and local teacher education programs in Norway and beyond.