Professional identity development among student interpreters

FORUM ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 179-196
Author(s):  
Juyeon Lee
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation ◽  
Linguistic Identity ◽  
Specialized Knowledge ◽  
Professional Identity Development ◽  
Professional Field ◽  
Authentic Learning Experiences

Abstract Conference interpreting is a professional field that requires specialized knowledge, skills, and ethics, and becoming a professional in the field involves the adoption of a relevant professional identity. To understand how a professional identity begins to emerge among students and what factors influence the process, a case study was conducted involving four participants who were attending a graduate school of interpretation and translation in Korea. Multiple types of data were collected for qualitative analysis. The results show that the students initially tended to connect professional identity primarily with linguistic identity. Over time, the participants began to develop a better understanding of the profession through authentic learning experiences, real-world interpreting experiences, and interactions with the instructors as mentors, all of which contribute to their professional identity formation process.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

Master’s Students’ Rehabilitation Counselor Identity Formation: A Descriptive Study

2015 ◽  
Vol 29 (4) ◽  
pp. 302-319
Author(s):  
Julia S. Louw ◽  
Bryan S. Austin ◽  
Eniko Rak ◽  
Erin Barnes
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Identity Formation ◽  
Counselor Training ◽  
Developmental Process ◽  
Master's Students ◽  
Professional Identity Development ◽  
Rehabilitation Counselor ◽  
Formed Part ◽  
Attitudinal Changes

Purpose: This article aims to advance understanding of professional identity by exploring the process by which development occurs. Drawing on Hall’s model of professional identity development that explores the structural and attitudinal changes that occur in the identity development process, this study describes master’s students’ developmental process in rehabilitation counseling.Method: Data were collected through 5 open-ended questions, which formed part of a survey questionnaire.Results: Using grounded theory analysis, findings indicate that both structural- and attitudinal-level factors impacted master’s students’ professional identity development. Students described their professional identity as not yet defined, connected to their counseling competencies and skills, or reflective of their personal qualities.Discussion: Implications of these findings for counselor training and evolution of the field toward a strong and unified professional identity are discussed.

scholarly journals Pre-Service English Teachers’ Professional Identity Development: A Case Study

2021 ◽  
Vol 5 (2) ◽  
pp. 198
Author(s):  
Sry Mora Yuni Siahaan ◽  
Adaninggar Septi Subekti
Keyword(s):  
Identity Development ◽  
Classroom Management ◽  
Professional Identity ◽  
English Education ◽  
Teaching Profession ◽  
Structured Interviews ◽  
Professional Identity Development ◽  
First Semester ◽  
Similar Vein

<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.</p>

scholarly journals Conceptual and cognitive field of prevention of deviant behavior in departmental universities

2021 ◽  
Vol 2021 (1) ◽  
pp. 116-126
Author(s):  
Elena Mescheryakova
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Identity Formation ◽  
Moral Education ◽  
Deviant Behavior ◽  
Research Problem ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Identity Development ◽  
Actual Problem

The actual problem of preventing departmental university graduates’ deviant behavior, whose professional activity is particularly important for society and the state, is analyzed in the aspect of cadets’ valuable and meaningful dominants formation in the process of moral education, aimed at their professional identity development and professional marginalisation prevention. The research problem relevance is determined by need to resolve conflicts continued in modern conditions of anomie, especially for professional communities of servicemen and law enforcement agencies. In addition, the importance of the research problem is explained by the fact that many aspects are not elaborated in national psychological and pedagogical research. In order to prevent deviant behavior in the educational process of departmental institutions, the author proposes the pedagogical technology of formation of valuable and meaningful dominants, which is implemented in cadets’ moral education and ensures their professional identity development and prevention of its antipode – professional marginalization. The article presents refined concepts of “professional identity”, “professional marginalization”. Moral education characteristic, implemented in line with cadets’ personal development in departmental institutions’ educational process is given. Pedagogical technology of education content and structure, methodological approaches to its development are described. On the basis of conducted research, directions for further development of studied problem are proposed: holistic concept substantiation of cadets’ moral education in line with the formation of valuable and meaningful dominants of departmental institutions graduates’ professional activity; identification and testing of pedagogical conditions that ensure prevention of deviant behavior; methodological support development for pedagogical technology implementation, taking into account the latest pedagogical science and practice achievements; selection of methods and tools for diagnosing the formation of valuable and meaningful dominants of cadets and assessing the dynamics of their professional identity formation at various stages of pedagogical technology of education implementation.

scholarly journals A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives

2019 ◽  
Vol 9 (2) ◽  
pp. 263-285 ◽  
Author(s):  
Alastair Henry
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Identity Formation ◽  
Teacher Identity ◽  
Single Case ◽  
Personal Data ◽  
Dialogical Self ◽  
Language Teacher Identity ◽  
Identity System

Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.

scholarly journals Saudi EFL Teachers’ Identity Formation in Saudi Schools: A case Study

2020 ◽  
Author(s):  
Fahd Aljuhaish ◽  
Juliana Othman ◽  
Fatiha Senom
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Identity Formation ◽  
English Language ◽  
Life Experiences ◽  
Education Programme ◽  
Educational Background ◽  
Professional Identity Formation ◽  
Efl Teachers

This study aims to explore the influence of contextual factors on English as a Foreign Language (EFL) teachers’ professional identity formation in the context of Saudi Arabia. More specifically, it aims to examine how the participants’ educational background, life experiences and professional setting influence their professional identities as EFL teachers in Saudi secondary schools. This study involved three EFL teachers who are based in Riyadh. Employing a case study method, the data collection techniques of this qualitative study included in-depth interviews and observations. Drawing upon Wenger’s (1998) concept of communities of practice, the data analysis reveals several factors affecting the EFL Saudi teachers’ professional identity. This study found that the Saudi teachers’ educational background and life experiences act as formative elements which influence their EFL professional identity formation. Moreover, the participating teachers agree that practical experience and teaching community played a more significant role than their educational background in terms of shaping their teacher’s identity construction and their classroom practices. The results have many implications for Saudi Arabia's development of current teacher education programme. If teacher education curriculum is aimed at improving the professional identity building of EFL teachers, then the policymakers might need to review the curricula of English language teacher education and incorporate some improvements within the programme.

Sign in / Sign up

Export Citation Format

Share Document