Farm advisors amid the transition to Agriculture 4.0: Professional identity, conceptions of the future, and future‐specific competencies

2021 ◽  
Author(s):  
Chrysanthi Charatsari ◽  
Evagelos D. Lioutas ◽  
Afroditi Papadaki‐Klavdianou ◽  
Anastasios Michailidis ◽  
Maria Partalidou
Keyword(s):  
Professional Identity ◽  
The Future ◽  
Transition To Agriculture

scholarly journals CONCEPTUAL FOUNDATIONS FOR FORMATION OF PROFESSIONAL IDENTITY OF FUTURE SPECIALISTS IN PHYSICAL THERAPY, ERGOTHERAPY

2020 ◽  
pp. 43-49
Author(s):  
Yuliia KOPOCHYNSKA ◽  
Keyword(s):  
Physical Therapy ◽  
Professional Identity ◽  
Interpersonal Relationships ◽  
Professional Training ◽  
Value Orientations ◽  
Educational Activity ◽  
Professional Activity ◽  
Stage Of Development ◽  
The Future ◽  
Conceptual Foundations

ntroduction. In the process of professional training, there are qualitative changes in the professional development of the individual, because it is during this period that the basic identification characteristics that determine her propensity for the future profession are formed. Purpose. The purpose of the study is to determine the conceptual foundations of pro-fessional training of future specialists in physical therapy, ergotherapy. Methods. Analysis of scientific methodological literature. Results. In the course of the research the three main stages of forming the professional identity of specialists in physical therapy, ergotherapy are distinguished and characterized. Important in shaping the professional identity of future speci-?lists in physical therapy, ergotherapy is involved in specialized trainings, during which the future specialist compares professional value orientations with their own capabilities, realities of professional activity and interpersonal relationships. Due to the factors of cooperation, dialogue, activity–creative approach, individuality and freedom of de-velopment, choice of content and forms of training, approaches have some common features: psychological basis of educational activity of future specialists; focus on the formation of professional qualities; combination, integrated use of components, principles, criteria, learning tools, methods and different technologies. Originality. The basic provisions of the conception of formation of professional identity of future specialists in physical therapy, ergotherapy in higher education institutions are developed. Conclusion. On the basis of the conducted research it is established that at the present stage of development of psychological and pedagogical science methodological and textological material is accumulated, contains various complementary theoretical and practical approaches to the study of professional identity, but differentiates the object of study various aspects of scientific phenomenon and "identity". The organization of vocational training, taking into account the provisions developed, will contribute to the formation of professional identity of future physical therapists and ergotherapists.

A Profession Awry or Poised for the Future? Work Psychology and Professional Identity

2010 ◽  
Vol 3 (3) ◽  
pp. 300-304 ◽  
Author(s):  
Ann Marie Ryan ◽  
J. Kevin Ford
Keyword(s):  
Graduate Students ◽  
Professional Identity ◽  
Identity Management ◽  
Positive Identity ◽  
The Future ◽  
Work Psychology ◽  
Future Work

The commentaries provided an array of perspectives on identity management in our profession. However, there was general agreement on what should be central and distinctive about our field and on the need to cultivate a positive identity for the profession. The commentators also suggested a number of ways to cultivate this identity. For us, the commentaries also stimulated further reflection on our approach to training graduate students. We share our reflections and encourage readers to take the time to reflect on their own efforts to contribute to the profession's management of identity.

scholarly journals A Discussion of Professional Identity Development in Nursing Students

2018 ◽  
Vol 6 (1) ◽  
pp. 91-97 ◽  
Author(s):  
Cathy Maginnis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Identity Development ◽  
Professional Identity ◽  
Role Models ◽  
Simple Explanation ◽  
Tertiary Sector ◽  
Clinical Placements ◽  
The Future ◽  
Professional Socialisation

Becoming a nurse requires development of professional capabilities, specifically socialisation into the profession and developing a professional identity (PI). A search of the literature highlights a lack of empirical research in PI development during pre-registration nursing education. A range of factors will be explored that relate to PI, including identity, professional socialisation, a sense of belonging to the profession and clinical placement. Exploring the development of a PI in nursing students can assist with identifying drivers and inhibitors. The aim of this paper is to describe PI development in pre-registration nursing students’ education and the relationship between development of a PI and the tertiary provided education. There are a multitude of factors that impact on developing a PI such as identity, professional socialisation, belonging, clinical placements and educators. Nursing students predominantly develop a nursing PI in the pre-registration program with professional socialisation through exposure to academia, clinical practice and role models. The onus of responsibility for developing a PI in nursing students is attributed to educational institutions. An expected outcome of the pre-registration program is that nursing students will have formed a PI. A greater depth of understanding PI is important in supporting the education of the nurses of the future. There may not be one simple explanation for what PI is, or how it is developed, but a greater depth of understanding of PI by both the tertiary sector and the nursing profession is important in supporting the education of the nurses of the future. Further research will enable a dialogue describing the development of a PI in nursing students and an understanding of the attributes and conceptions attributed to a nursing PI.

scholarly journals IMPROVISATION: Sygeplejersker på arbejde i Uganda

2005 ◽  
Author(s):  
Helle Max Martin
Keyword(s):  
Professional Identity ◽  
Golden Age ◽  
Current Practice ◽  
Nursing Practice ◽  
Nursing Profession ◽  
Work Situation ◽  
The Past ◽  
The Future ◽  
Eastern Uganda

This article is about improvisation, which is a term that nurses in Uganda employ to describe how they overcome the practical difficulties of working in an institutional setting, which lacks the necessary equipment, drugs and staff. On the basis of data from Tororo Hospital in Eastern Uganda, the article explores the meanings of the term improvisation, how it relates to a general discourse about the nursing profession, and how the nurses handle and make sense of a complex and contradictory work situation. Improvisation is a term that both makes customary nursing practice legitimate and supports a professional identity under pressure. It also articulates a nostalgic longing for better times – located both in the past, the golden age of nursing, and in the future since the term improvisation constructs current practice as an interim phenomenon. Thus, “improvisation” offers a way for the nurses to domesticate the contradictory forces, which play a prominent part in nursing in Uganda today.  

scholarly journals The Role of Language in Professional Identity Formation: Linguodidactic Aspect

2021 ◽  
Vol 7 (1) ◽  
pp. 119-129
Author(s):  
A. Y. Bagiyan ◽  
T. A. Shiryaeva
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Central Element ◽  
Educational Process ◽  
Professional Identity Formation ◽  
Professional Activities ◽  
Wide Range ◽  
Language Classes ◽  
The Future ◽  
Linguistic Engineering

The article analyses and demonstrates the practical application of the authors’ method of specialist’s professional identity formation through foreign language classes (English, advanced level). The methodology is based on the principle of shaping professional linguistic personality as a central element of professional identity. The authors identify the correlation dependence of the indicated phenomena, on the basis of which the linguistic foundation of the study is built - the selection and analysis of language material through the method of conceptual linguistic engineering of professional identity. Due to the presented complex linguistic analysis, the authors collect a corpus of textual and language units - a working thesaurus which forms the linguistic basis of the entire educational process of forming a professional linguistic personality.Content-wise, the methodology is based on thematic planning, which is as close as possible to the professional activities of the future specialist. For example, the topics proposed for discussion by the students inthe described pilot manual substantially duplicate the main stages of the business plan. This structure allows us to purposefully form the professional language personality of the student, as well as the necessary professional competencies.The obligatory project component as the final element of each thematic stage contributes to a deeper consolidation of the mastered language material and practical skills in a certain, profession-given, activity format. The entire process of forming the professional language personality is based on a comprehensive systematic study of productive language skills (speaking, writing).The offered technique promotes not only the deep study of linguistic skills and development of the future profession discourse space but also develops a wide range of soft skills especially demanded by employers nowadays.

The Career Development Profession: Professionalisation, Professionalism, and Professional Identity

2020 ◽  
Author(s):  
John Gough ◽  
Siobhan Neary
Keyword(s):  
Career Development ◽  
Professional Identity ◽  
Professional Status ◽  
Social Closure ◽  
Important Concept ◽  
Ongoing Process ◽  
The World ◽  
The Future ◽  
Professional Project

This chapter examines the professionalisation of career development provision in countries across the world. ‘Professionalisation’ and ‘professionalism’ are explored through several concepts, including social closure, the professional project, and the regulatory bargain. The chapter argues that professionalism is a useful and important concept for the career development field but recognises the challenges that the field has had in achieving professional status. It recognises some of the critiques that exist of professionalism and explores how these relate to careers professionals. It then argues that increasing professionalism within the field needs to be understood as an ongoing process that has to be conducted on the personal, organizational, and professional level. The chapter concludes by outlining some key strategies that the field can use to advance the cause of professionalism in the future.

Sámi language teachers’ professional identities explained through narratives about language acquisition

2019 ◽  
Vol 49 (1) ◽  
pp. 89-97
Author(s):  
Madoka Hammine ◽  
Pigga Keskitalo ◽  
Erika Katjaana Sarivaara
Keyword(s):  
Language Acquisition ◽  
Professional Identity ◽  
Language Education ◽  
Indigenous Communities ◽  
Language Teachers ◽  
Indigenous Language ◽  
Professional Identities ◽  
Multilingual Education ◽  
The Future ◽  
Indigenous Teachers

AbstractConducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers were willing to further the development of Sámi languages although they are not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers’ in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers’ language acquisition experiences and their current work situations shape their professional identity.

Institutionalisation and the Long-Term Course of Schizophrenia

1993 ◽  
Vol 162 (4) ◽  
pp. 533-538 ◽  
Author(s):  
David Abrahamson
Keyword(s):  
Professional Identity ◽  
Theory And Practice ◽  
Psychiatric Services ◽  
Alternative Care ◽  
Longitudinal Course ◽  
The Future

It is ironic, in a field with many other ironies, that a number of studies (Johnstone et al, 1981; Mathai & Gopinath, 1985; Curson et al, 1992) have questioned what Mathai & Gopinath call “the hitherto inviolate (and ingenious) concept of institutionalisation”, at a time when massive deinstitutionalisation is casting into relief some of the practices to which it refers (Team for the Assessment of Psychiatric Services, 1990; Murphy, 1991; Abrahamson, 1993). However, the gap that this creates between theory and practice may be risky for the future. It would certainly be a major failure if the institutional era with which psychiatry's early professional identity was so intimately bound up were to end in unresolved contradictions. With this background, it will be argued here that re-examination of institutionalisation in the context of the longitudinal course of schizophrenic disorders both confirms the validity of the concept and sets a demanding agenda for alternative care in the community.

Exile

2003 ◽  
Vol 73 (1) ◽  
pp. 19-38 ◽  
Author(s):  
Marta Raquel Zabaleta
Keyword(s):  
Professional Identity ◽  
Host Country ◽  
Asylum Seekers ◽  
Women Refugees ◽  
Fundamental Rights ◽  
The Future ◽  
Refugees And Asylum Seekers

Marta Raquel Zabaleta's autobiographical piece takes us through the trajectory of her exile as an Argentinian refugee, first in Glasgow and then in London. Forced to flee with her husband, a Chilean UN refugee, she describes the differences between the ways her husband and herself were treated by those in solidarity groups and other aid organizations and the particular difficulties faced by women refugees. She explores the isolating effects of having her professional identity and status erased as a refugee and of being relegated to the sole status of ‘wife’. Zabaleta also insists on the fundamental rights of refugees and asylum seekers to have both their histories and their desires for the future acknowledged by those in the host country.

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