Professional Self Research Articles

Proleptic Autobiography

This assignment challenges students in an English Language Arts teacher education program to compose a proleptic autobiography—a genre of writing that transforms the customary retrospective autobiographical essay assignment as a way to encourage students to envision and create their future professional selves. The goal of the assignment is to support students’ development of realistic expectations of their imminent careers as educators and to foster a deeper appreciation of diverse learners. Composing such an imaginative narrative can help students develop stronger professional dispositions as they consider aspects of their future careers such as work/life balance, economic concerns, developing confidence, and providing support and encouragement to their students.

Factors associated with professional identity formation within psychiatry residency training: Alongitudinal study.

IntroductionConceptual frameworks for professional identity (PI) formation highlight the importance of developmental stages and socialization as the learner progresses from legitimate peripheral to full participation. Based on extant literature and clinical impressions, the authors aimed to explore factors associated with PI formation in psychiatry residents over time, and hypothesized that time in training, seniority status, and duration of exposure to psychiatry prior to residency would be associated with PI formation.MethodsEighty out of 96 psychiatry residents (response rate, 83.3%) from the National Psychiatry Residency Program in Singapore participated and rated their PI development using the Professional Self Identity Questionnaire (PSIQ) across four timepoints from January 2016–December 2019. The residents were classified as junior (first 3 years) or senior residents (years 4–5). Linear mixed model analyses were conducted, with time in training, seniority status (junior versus senior residents), duration of psychiatry postings prior to residency, and their interaction as associated factors with PI over time.ResultsTime in training, seniority, and duration of psychiatry postings before residency (all p < 0.01) were significantly associated with higher PSIQ scores at baseline. Over time, although all residents had increases in PSIQ scores, this rate of change did not differ significantly between junior and senior residents.DiscussionExposure to psychiatry postings before residency, time in learning, and seniority are factors which influence PI development in residents. This has implications for psychiatry residency selection and training, adequate clinical exposure during training rotations, and continual support for new and senior residents to foster PI formation over time.Supplementary InformationThe online version of this article (10.1007/s40037-021-00673-w) contains supplementary material, which is available to authorized users.

Social Media Context Collapse: The Consequential Differences Between Context Collusion Versus Context Collision

Context collapse blurs the boundaries between public, private, and professional selves and has emerged as an important research focus in relation to vocational identity. However, the conditions under which context collapse occur have been empirically neglected in the literature. Utilizing Davis and Jurgenson’s theoretical framework of context collapse (i.e., context collusion and context collision) and Erving Goffman’s theory of face-work, this study seeks to determine the consequential outcomes associated with the different context collapse conditions in two phases (Quasi-experimental in Phase 1 and open-ended questions in Phase 2). Specifically, a quasi-experimental study with scenarios was used to examine whether intentionality within context collusion and context collision influenced participants’ perception of loss of face and affect. First-year tertiary students ( N = 151) who were also working were randomly selected from a capital state university student population and asked to respond to hypothetical online context collapse scenarios. Multivariate analysis of variance was conducted and the results indicated that context collapse has significant impact on participants’ loss of face and affect (emotion). In addition, a follow-up analysis of variance reveals partial support for the significant impact of context collapse on loss of face and affect.

Enhancing Professional Knowledge and Self-Concept Through Self and Peer Assessment Using Rubric: A Case Study for Pre-Services TVET Teachers

Abstract: Teacher education is aimed at developing reliable and skilled teachers, especially in this rapidly evolving educational environment. The transfer of technology to a boundless environment influences much of the teaching pedagogy in today's education system. While we observe it, the teachers are the ones that create the image of our community. It is therefore necessary for the education system of teachers to prioritize the expertise of teachers in a range of fields, such as content, skills, pedagogy, and technology. This study manipulates the rubric assessment as the intervention of educating the teachers to enhance their professional knowledge and self-concept through self and peer assessment. An experimental using single group with pre-test and post-test has been carried out. Self-concept was assessed by pre-test and post-test using a questionnaire, while professional skills were evaluated on a continuous basis through selfevaluation and peer assessment using the teaching simulation rubric. This is noticed that the student's self-concept was not significantly improved by the application of the strategy. Nonetheless, the results showed a trend of increasing on students' scores withor fluctuating levels, which could be related toindividual performance of professional skills. The implication is that the use of rubric with self and peer assessment practice could expedite students' professional skills development as a teacher. Keywords: Professional Knowledge, Self-Concept, Self and Peer Assessment, Pre-Services, TVET

Роль куратора в профессиональном самоопределении студентов- первокурсников вуза гуманитарных направлений подготовки

The article reveals the role of university curators in the professional self-determination of first-year students in humanitarian areas of training. The concept of “professional self determination” is being clarified. Possible directions of professional orientation work with students are indicated. The relevance of the topic of obtaining a humanitarian education in society is substantiated, the reasons for the emergence in society of the need for professions of a social and humanitarian orientation are indicated. The works of research scientists studying the areas of professional self-determination are analyzed. The dynamics of personal changes that occur with firstyear students as a result of their professional orientation are analyzed. The meaning and tasks of curatorial work are presented, as well as problems that university curators may face today: possible mistakes of the curator in working with first-year students, namely lack of experience, lack of conscientiousness, incompetence. The main directions of the curator's work with first-year students are revealed. The directions of activity of the university curators in conjunction with the psychological and pedagogical service are proposed. The conditions for the successful implementation of the curator's activities with students in the direction of professional self-determination, such as planning, organization, control, motivation, are noted.

A Grounded Theory of Model School Psychology Internship Supervision

Supervision is recognized as a critical component of preservice training in health service psychology (HSP), particularly during the internship experience. However, little is known empirically about what constitutes effective internship supervision for school psychologists. For this constructivist grounded theory study, we interviewed 16 highly accomplished internship supervisors regarding their approaches to supervision. Data from supervisors’ former interns and colleagues were also analyzed. Findings indicated that supervisors’ personal and professional selves are central to how they implement supervision within a broader developmental and ecological context. Fundamental aspects of supervision emerged as bidirectional, including establishing and maintaining a strong working alliance, planning the internship experience, and processes of learning for both interns and supervisors. The grounded theory is discussed with reference to the HSP supervision literature, and specific implications are drawn for the practice of and further research on supervision in school psychology. Impact Statement This study presents a theory of effective school psychology supervision based on interviews with winners of the NASP Model School Psychology Intern Supervisor recognition. Given the lack of available research specific to supervision in school psychology and the fact that the majority of school psychology intern supervisors receive no formal training, this work has considerable potential to enhance the practices of school psychology supervisors, and as a result the training experiences and ultimate competence of school psychology interns.

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COMPARATIVE ANALYSIS OF PROFESSIONAL SELF-CONSCIOUSNESS PECULIARITIES OF EDUCATORS WITH DIFFERENT QUALIFICATION LEVEL

The article presents the results of a study of professional self- consciousness of educators with different work experience in the specialty. The main directions of scientific research in the field of personal self-consciousness and professional self-consciousness in particular are pointed, the analysis of theoretical approaches to definition of professional self-consciousness and its structure allocation is given. &#x0D; The data of a comparative research of the peculiarities of the development of professional self-consciousness of educators with different levels of qualification were analyzed. Its results showed the existence of differences in the level of development of all components of professional self-consciousness of the studied educators. We concluded that the differences in the development of the cognitive component are in the degree of self-esteem and self-understanding. Also, gaining professional experience and changing the level of qualification have an impact on the development of the emotional and evaluative component of professional self-consciousness of pedagogues. There are differences in the development of the regulatory component of professional self-consciousness of future and working teachers in terms of their self-confidence as a specialists. Pedagogues with different levels of qualification have differences in the manifestation of motivation for success, which is a part of motivational component of educators’ professional self-consciousness. Also, with the change of professional qualification, there are differences in the degree of their purposefulness, productivity, self-belief as a specialist and meaningfulness in the profession. &#x0D; In general, it was found that the lowest level of the components of professional self-consciousness is observed for students, who, however, have a high degree of meaningfulness of life and themselves in the profession. At the same time, the highest level of development of the components of professional self-consciousness is observed for teachers with up to 5 years of experience.

A proposal for inquiry of network and challenge-based learning in social work education

Today’s welfare system faces a variety of social challenges in terms of social vulnerability, inequality and the presence of segregated and parallel societies. Within this complexity, the professional practitioner meets opportunities for action, institutional frameworks, and the role of higher education as a future social innovator. The objective of this paper is to suggest an inquiry concerning how social work students form their conception on the complexity of every-day social work practice and professional expertise. The focus is to investigate social work students’ process and formation of knowledge regarding challenge based learning (CBL). Methodologically the examination will be based on multi-method data triangulation design. In conclusion this paper suggests the use of socio-ecological and social learning theory to develop more dynamic teaching models to enhance the understanding of the challenging pathways linking social structures in development of students’ professional self.

Considering Implications for Self and Institutions in Navigating Transitions in Teacher Education Administration

ABSTRACT Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators are now in the similar position of having left those roles. Each has a different story to tell and they come from very different institutions, yet find themselves experiencing many of the same issues and frustrations. This collaborative self-study was an intentional study of and reflection on how their administrative roles impacted or changed their perspectives on teacher education in general and how it changed them each personally. The weight of the role had lasting implications for their personal and professional selves. Their reflective journals, weekly online meetings, and responses to each other’s experiences resulted in findings that can inform the work of others in similar positions or circumstances. Those findings, while both similar and distinct, reveal enough commonality that we, as teacher educators often placed in positions of leadership, must consider the implications for our practice, our students, our scholarship community, and our selves.

Exploring Cross-Cultural Perspectives of Teacher Leadership Among the Members of an International Research Team: A Phenomenographic Study

This paper reports a phenomenographic study exploring diverse understandings and experiences of teacher leadership among 12 members of the International Study of Teacher Leadership research team comprised of 20 academics located in 10 countries. Mind mapping and semi-structured, online interviews were used to explore the ways that the participants related with the phenomenon of interest: ‘teacher leadership’. Phenomenographic analysis of interview artifacts revealed nine qualitatively different conceptions of teacher leadership in the study’s outcome space across three broad domains: A: The school, school community, and formal education system; B: The teacher leader’s professional self; C: The broader historical, socio-political and global contexts of teacher leadership. In addition to providing a ‘touchstone’ for the team’s ongoing research, these findings serve as an experiential framework for thinking about teacher leadership, potentially encouraging more inclusive, more complete and richer understandings of the phenomenon.

Simulating the Other in Social Work Pedagogy: Pathologising the Oppressed through Neoliberal/Colonial Practice Teaching

Abstract The use of simulated service users or ‘clients’ in social work education has lacked critical analysis in research and teaching. What is often overlooked are attentions to how constituting essentialised clients and simulating them advances historically entrenched forms of injustice in social work education and practice. This gap in research and literature in social work education should signal to the field an issue with the pervasiveness of the hegemonies of biomedical disciplinary knowledge in social work. This gap should also highlight the need to ask how, why and to what end is critical analysis an ongoing omission from a pedagogical practice that is proclaimed as very central and essential to social work practice skills education. This article explores some of these gaps in the literature within the social, historical, and political contexts that shape how neoliberalism/colonialism influence the perpetuation of these omissions in social work education. Specifically, this article explores how the use of client simulation in social work works to reproduce ideas of an innocent professional self and a pathological Other, while ejecting or separating social and political analyses of social problems, marginalising and obscuring critical perspectives, and forgoing attentions to social justice and epistemological nuances within social work.

Why Become a PE Teacher? – Motivation, Self-Concept and Implications for Teacher Education

Career choice can be seen as a complex decision-making process. Individual interests and goals, subjective assessment of abilities, as well as external requirements and circumstances play important roles. The PE teacher profession is often seen as a fun profession, without special requirements or burdens – an opportunity to turn a hobby into a profession. PE teacher candidates are confronted with the question of why they want to become PE teachers. The results of the survey highlight the importance of “biographical competence”, which must be seen as an important argument for increased attention to the development of the professional self in the PE teacher training program.

Hiding but hoping to be found: workplace disclosure dilemmas of individuals with hidden disabilities

PurposeThe purpose of this paper is to describe workplace disclosure dilemmas of individuals with hidden mental health conditions who have privately accepted their mental health condition (anxiety and/or depression), but have chosen not to disclose it in their respective workplaces.Design/methodology/approachInterviews were conducted with 15 individuals who experience anxiety and/or depression. These individuals work across diverse organizations and sectors in India (e.g. architecture and health care). Data were analyzed using qualitative methods.FindingsInterviewees grappled with three dilemmas: professionalism versus authenticity (i.e. bringing only a partial professional self or the whole self to work), withdrawal versus participation (i.e. withdrawal from workplace interactions to conceal their condition or participation such that people could know of it) and personal privacy versus general advocacy (i.e. guarding one's privacy or engaging in advocacy for individuals who experience mental health conditions). Overall, findings suggest that the disclosure dilemma can stem from both one's internalized sense of a devalued self and by perceived contextual cues.Research limitations/implicationsFindings imply that perceived contextual conditions that amplify threat of discovery and its anticipated consequences can lead to and reinforce the disclosure dilemma. As individuals internalize others' constructions of themselves, they self-police and do not interrogate assumed normality within their social contexts.Practical implicationsEmployers can create inclusive environments. Present findings suggest some examples of inclusive practices such as the employment of dedicated resident counselors or counselors shared across organizations, training of stakeholders (including human resource personnel), allowing for selective disclosure (e.g. only to medical personnel) and cultivating informal support networks comprising similar others.Originality/valueSuch evidence-based research that can inform practices of inclusion for persons with a disability is especially important, considering that research on mental health conditions is conspicuous by its relative absence in mainstream management journals.

A perfect illusion.

On the morning of my Ph.D. qualifying exam, I rolled out of bed, showered, and slid into my navy blue blazer and matching checkered pants. Next came the makeup. I brushed on a layer of foundation and drew thick black lines around my eyes—a look that signified the boldness I wanted to embody during my presentation. I put on heels and walked around my apartment, a test drive to ensure I wouldn't collapse on the floor in pain. After a few laps, I looked in the mirror. I felt confident—ready to face the members of my Ph.D. committee and answer whatever questions they threw at me. It's a strategy I developed thanks to an unlikely inspiration: Lady Gaga. > “My naturally shy and quiet personality was not exactly ideal for public speaking.” I've always struggled with being confident. As an undergraduate, my heart pounded whenever I raised my hand to answer questions posed by professors. I knew the material, but the prospect of getting the answer wrong in front of all my classmates was daunting. Later, in graduate school, I especially feared giving presentations about my research. Beforehand, I would practice for hours on end. I knew I risked sounding rehearsed and boring, but calming my nerves was more important. The practice helped somewhat, but on presentation day, I still sounded flustered. I pored over books to find the best ways to format and outline a presentation. If I had clear slides, I reasoned, maybe then I'd have the courage to speak with authority. I ended up with well-designed slides, but I could not present them any better. Unlocking the key to my confidence was much more difficult than I anticipated. I realized I couldn't expect to wake up one day, look in the mirror, and say, “OK, today is the big day; today I am going to be confident.” But perhaps I could find a creative solution that would work for me. The breakthrough came during the month before my qualifying exam—a major milestone in my Ph.D. program that triggered waves of self-doubt—when I listened to a Lady Gaga album titled Joanne . As an avid fan, I noticed it sounded completely different from her past albums. She had switched from her usual dance-pop to soft rock and country, and her outfits—now cowgirl getups—had changed as well. I was intrigued. Lady Gaga was taking a huge professional risk, but she was confident in the music she released, confident in herself, and confident in her ability to adopt a new image. That got me thinking: Could I do something similar before I stepped on stage? My naturally shy and quiet personality was not exactly ideal for public speaking, so I thought about the traits and the image I wanted my professional self to possess. I pictured a steady, clear voice and a tall, commanding stance. I imagined myself as the expert in the room who wasn't afraid to say, “I'm not sure.” I thought about the moments when I felt the most put together, when I wore professional clothing and highlighted my features through makeup. To me, makeup wasn't a mask. It signified boldness, femininity, and self-assurance—all traits I associated with strength and power. I experimented with the idea during a practice presentation at home. I stood next to my laptop in professional attire, speaking loudly and fluidly—a sharp contrast to my usual practice routine, which involved sitting at my desk in pajamas speaking quietly. It was a promising start. I decided to give my new presenter persona a try at my qualifying exam. When I walked into the exam room, I was pleased to discover I had a newfound confidence. Sure, I was nervous, but an unfamiliar sense of calm rushed through me as soon as I began my talk. I was able to answer questions without a quaver in my voice, and I took ownership of the work I presented. Finally, I was the expert. At that moment, I realized that we either succumb to feelings of doubt or find innovative ways to overcome them. In the years since, my presenter persona has given me confidence during many talks and interviews, and I've become more comfortable transforming into this role when necessary. There's no surefire way to become a confident presenter. But thanks to Lady Gaga, I now have a strategy that works.

The patient's agenda: nurses’ experience of learning and using guided self‐determination

Health care has seen a shift towards person-centred care to encompass the entirety of a person's needs and preferences, but research is sparse on healthcare professionals learning and using person-centred care. To investigate nurses' experiences of learning and using the person-centred method guided self-determination (GSD) in three different gynaecological settings and to determine whether, and potentially, how new tasks introduced by the GSD method influence their professional identity. A qualitative interview study conducted between January 2019 and January 2020. We conducted 16 semi-structured interviews with nurses educated in using GSD. Applying inductive and deductive reasoning, we analysed the interviews using thematic analysis. The study was registered with the Danish Data Protection Agency (file no.: VD-2018-445, I-Suite no.: 6700). The analysis generated three main themes with two subthemes each: (a) prerequisites and barriers to learning and using GSD in terms of personal factors and organisational and method-related factors; (b) new knowledge and understanding of illness with the subthemes expanded understanding of illness and a different relationship; and (c) nursing undergoing change with the subthemes, a new role and a professional self shaped through interaction with other professions. Although other professionals may have either supported or challenged the use of GSD, most nurses indicated that it supplemented their professional role and identity as they gained new knowledge about person-centred challenges and felt more confident. When introducing GSD in nursing, the organisation must not only consider individual characteristics, multidisciplinary collaboration and communication but also plan individual education and supervision. This is necessary because all these factors affect how a new professional role is constructed and adopted, not to mention how it influences the nurses' perception of their professional identity and use of GSD. Establishing a helpful person-centred environment must also be considered.

Examining Relationships and Sex Education through a child rights lens: an intersectional approach

Inspired by Audrey Osler’s call for the development of novel approaches to intersectionality in human rights education praxis, this article presents an undergraduate module on Children’s Rights, examining processes of teaching and learning about rights through the topic of Relationships and Sex Education (RSE). The module, designed for future educators, intersects elements of children’s rights education with the theoretical positions of queer studies and critical pedagogy. Drawing on data from two focus groups, consisting of students following the programme, the author analyses students’ views and attitudes to RSE, using Foucault’s overarching concept of problematisation and the concept of sites of struggle. Data analysis reveals tensions and potential clashes between the students’ professional selves, their personal values, and elements of the theoretical framework adopted in the course. These tensions are nevertheless constructive, highlighting the potential of children’s rights education to contribute to transformative human development.

Critical language teacher education: A duoethnography of teacher educators’ identities and agency

The aim of this paper is to describe the identity and agency of two teacher educators who explored critical language teacher education by following a comprehensive sexuality education (CSE) approach and a gender perspective in their English language teaching methodology modules. The study adopted a duoethnographic approach through which the two teacher educators (based in Argentina and Germany respectively) reflected on their practice by maintaining regular Zoom meetings and a shared online document for written dialogue. In the duoethnography, the teacher educators concentrated on describing and reflecting on their motivations to embrace CSE through a critical view of education and how these motivations impacted on the design and delivery of their modules. In addition, they reflected on their identity and agency to identify what aspects of their professional selves acted as conducive factors. Findings show that the teacher educators’ sense of social justice and responsibility exerted a pivotal role on their agency and identity as critical language teacher educators.

“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self

Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of professionalism. The study also highlighted the importance in providing opportunities as well as space for teamwork within supportive professional communities. To further enhance professional learning, the study findings also highlighted the role of supportive mentors. Teacher education and professional development programs, together with statutory and professional institutions have to take the lead to improve the profession. Importantly, the preschool community must continue to develop leaders in a landscape that is evolving quickly.

Formación docente en la residencia. ¿Experiencia subjetivante?

A partir de la pregunta acerca de las oportunidades que brinda la instancia de residencia docente para el desarrollo de la subjetividad y del sí mismo profesional, el trabajo aborda la descripción y análisis del recorrido de dos futuras docentes de nivel de primario por la residencia a lo largo de un semestre. Con las teorías de la complejidad como marco epistemológico, el objeto se aborda metodológicamente desde el enfoque clínico, que se vale del estudio de caso de dos docentes en formación. El seguimiento involucró registros de campo de situaciones vividas durante la residencia en las escuelas y entrevistas en profundidad. El análisis de contenido, el análisis del discurso y el análisis multirreferenciado se complementaron con análisis clínicos en profundidad. Los resultados mostraron cómo el deseo de enseñar de las docentes en formación fue puesto a prueba y sufrió transformaciones en la medida en que sus mecanismos de defensa entraron en juego en una situación compleja de demandas contradictorias. En el entramado entre su entorno y la particular forma de posicionarse y de responder al conflicto de las docentes consideradas toma forma una instancia de formación que brinda oportunidades para la subjetivación o para la desubjetivación, para la construcción o no de una experiencia, para el agenciamiento o la inhibición de la propia actividad deseante. Varios conceptos de un marco teórico psicoanalítico y foucaultiano complementan el análisis y permiten ponderar la relevancia de la residencia en su calidad de instancia de construcción de subjetividad.