Relationship Between Professional Identity and Role Perception of OTs Working in Education Systems

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500068p1
Author(s):  
Yael Fogel ◽  
Liron Lamash
Keyword(s):  
Professional Identity ◽  
Role Perception ◽  
Education Systems

scholarly journals Role Perception and Professional Identity of Occupational Therapists Working in Education Systems

2021 ◽  
pp. 000841742110058
Author(s):  
Liron Lamash ◽  
Yael Fogel
Keyword(s):  
Professional Identity ◽  
Psychometric Properties ◽  
Education System ◽  
Pearson Correlation ◽  
Occupational Therapists ◽  
Role Perception ◽  
Strong Correlations ◽  
Education Systems ◽  
Major Predictor ◽  
Identity Perception

Background. Occupational therapists, especially those in education systems, are challenged to define their professional roles and identities. Purpose. This research evaluated the Role-Perception Questionnaire for Occupational Therapists in the Education System’s (RP-OT) psychometric properties, the Professional Identity Scale (PIS) internal consistency among occupational therapists, and relationships among role perception, professional identity, and demographic characteristics. Method. A sample of 147 occupational therapists in education systems completed the RP-OT and PIS. We conducted exploratory factor analysis and calculated Cronbach alpha to evaluate the RP-OT and PIS psychometric properties. Relationships were examined using Pearson correlation. Findings. The RP-OT was found reliable and valid, with medium-to-strong correlations among role perception, professional identity, and demographics. Teamwork in the education system was the major predictor (82%) of professional identity. Implications. Teamwork is part of the professional role of occupational therapists in the education system and a significant component for developing their positive professional-identity perception.

scholarly journals Role Perception of Occupational Therapists in Education Systems: Self-Efficacy and Employability Skills

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Yael Fogel ◽  
Liron Lamash
Keyword(s):  
Education System ◽  
Self Efficacy ◽  
Structural Equation ◽  
Professional Training ◽  
Goodness Of Fit ◽  
Occupational Therapists ◽  
Employability Skills ◽  
Role Perception ◽  
Education Systems ◽  
Employment Skills

Although the main framework for occupational therapy includes delivery of services in educational institutions with students with disabilities, little is known about how the occupational therapists perceive their role in this specific system. This research examines an integrated conceptual model wherein self-efficacy explains the occupational therapists’ role perception with employability skills as a mediator. Participants, 147 occupational therapists working in educational systems, completed an online demographic questionnaire, the Perception Questionnaire for Occupational Therapists in the Education System, General Self-Efficacy Questionnaire, and Employability Key Questionnaire. The proposed model was analyzed by the structural equation model (SEM) using AMOS software. The SEM provided excellent goodness of fit indices, χ 2 24 = 40.49 ; p = .019 ; NFI = .93 ; CFI = .97 ; RMSEA = .07 ; SRMR = .05 , and explained 40% of the variance in role perception. These findings highlight employability skills as the primary contributor that affects occupational therapists’ role perception. Self-efficacy and employment skills influence how occupational therapists working in education systems perceive their roles; thus, employment skills should be included in professional training and development courses. This study has implications for occupational therapists working on the education system to understand the meaningful effects of employability skills as critical to developing and improving their role perception.

Arrangement of cooperation between labour market and regional vocational education system

2018 ◽  
Vol 32 (6) ◽  
pp. 1041-1055 ◽  
Author(s):  
Irina Vasilyevna Terentyeva ◽  
Olga Kirillova ◽  
Tatyana Kirillova ◽  
Natalya Pugacheva ◽  
Aleksandr Lunev ◽  
...  
Keyword(s):  
Professional Identity ◽  
Vocational Education ◽  
Labour Market ◽  
Education System ◽  
Public Management ◽  
Professional Competencies ◽  
Educational Standards ◽  
Education Systems ◽  
Content Type ◽  
National Models

Purpose Modern educational environment in the system of vocational education focuses on the requirements of labour market and those of employers to the content of graduates’ professional competencies. Thus, the purpose of this paper is to develop practical guidance on the arrangement of cooperation between labour market and regional vocational education system. Design/methodology/approach Participative approach allowed considering the cooperation between labour market and regional system of vocational education as the process aimed at creating management tools for formation, use, development of human resources. The research involved 300 teachers, 400 students, 100 employers, who found out the effectiveness criteria for the cooperation between labour market and vocational education system. Findings The findings reveal national models characteristics and universal tools for cooperation between vocational education institutions and enterprise. National models characteristics allow identifying the most advantageous cooperation tools; comparing suggested tools with the experience of others and thereby assessing their relevance and implementation risks. Research limitations/implications The research results allow us to plan strategies for further studies of this problem, which are related to the development of models for cooperation between labour market and vocational education system. Practical implications The identification of universal tools for cooperation between vocational education institutions and enterprise promotes the integration of national vocational education systems into national educational space. The materials of the paper can be useful for university leaders and professors; employees of centres for professional advancement and retraining in selecting and structuring the content of academic and teaching staff’s advanced training. Social implications The revealed criteria contribute to vocational education programmes integration, connection between professional and educational standards, students’ professional identity. Originality/value The effectiveness of the cooperation between labour market and vocational education system will be improved by studying national models and identifying the most advantageous cooperation tools (modular training, voluntary social/ecological year, educational resources integration, state and public management, clustering vocational education institutions and industry companies). This will allow comparing the suggested tools for collaboration between labour market and vocational education system with the experience of others and thereby assess their relevance and implementation risks. Improving the cooperation between labour market and vocational education system will be successful provided that universal tools for cooperation (socio-economic, educational, practical, innovative and technological) are identified, which promotes the integration of national vocational education systems into national educational space. The effectiveness of cooperation between labour market and vocational education system will increase on condition of criterion assessment (clustering, subjectivity, transdisciplinarity), promoting vocational education programmes integration, connection between professional and educational standards, students’ professional identity, students’ engagement in the development and implementation of research and production projects, stepped formation of professional competencies.

Psychology from Egyptian, Arab, and Islamic Perspectives

1997 ◽  
Vol 2 (4) ◽  
pp. 356-365 ◽  
Author(s):  
Fouad A-L.H. Abou-Hatab
Keyword(s):  
Professional Identity ◽  
21St Century ◽  
The West ◽  
Islamic Perspective ◽  
National Heritage ◽  
Western Psychology ◽  
The World ◽  
The One

This paper presents the case of psychology from a perspective not widely recognized by the West, namely, the Egyptian, Arab, and Islamic perspective. It discusses the introduction and development of psychology in this part of the world. Whenever such efforts are evaluated, six problems become apparent: (1) the one-way interaction with Western psychology; (2) the intellectual dependency; (3) the remote relationship with national heritage; (4) its irrelevance to cultural and social realities; (5) the inhibition of creativity; and (6) the loss of professional identity. Nevertheless, some major achievements are emphasized, and a four-facet look into the 21st century is proposed.

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