When the Physician Becomes an Apostle

2021 ◽  
Vol 34 (1-2) ◽  
pp. 179-207
Author(s):  
Maarten Langhendries ◽  
Kaat Wils
Keyword(s):  
Professional Identity ◽  
Healthcare Provider ◽  
Colonial Medicine ◽  
Professional Identities ◽  
Religious Doctrine ◽  
Strong Commitment ◽  
Circulation Of Knowledge ◽  
Analytical Tools ◽  
Belgian Congo ◽  
Missionary Medicine

Abstract Missionary medicine, especially healthcare offered by Catholic missions, is a rather neglected field in the study of colonial medicine. In addition, the potential of analytical tools such as the circulation of knowledge or attention for professional identities has not been fully explored yet. In this study of physicians in the Belgian Congo, we argue that a new professional identity – or persona – of the Catholic colonial doctor arose as a result of Catholic religious doctrine, missionary politics and biomedical developments. The persona of the mission’s main healthcare provider, with a strong commitment to curative medicine, was a metropolitan professional identity shaped by older missionary narratives. In colonial day-to-day reality, however, where tensions between physicians, missionaries and state officials abounded, this discursive identity proved difficult to maintain.

scholarly journals A CONSTRUÇÃO DAS IDENTIDADES DOS PROFISSIONAIS DA EDUCAÇÃO

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 15-21
Author(s):  
Alberto Albuquerque Gomes
Keyword(s):  
Professional Identity ◽  
Identity Crisis ◽  
Teaching Profession ◽  
Doctoral Training ◽  
Initial Training ◽  
Professional Identities ◽  
Initial Formation ◽  
Rapid Process ◽  
The World

This article results from reflections during my post-doctoral training at the Lusophone University of Humanities and Technology, in Lisbon. I was intrigued that mechanisms or factors were decisive / decisive in the construction of the identity of the teaching profession. Here I present a small cut considering aspects related to the construction of professional identities. Among the questions that emerged from our reflection: what can be enumerated: 1. The enormous dispersion of courses and initial training is an important component, although it is not enough to explain the panorama of the identity crisis of teachers; 2. The low quality of the initial formation can attribute this inconsistency of the professional identity; 3. The indefinition of a field and an object of pedagogy contributes to this fragility; 4. We are faced with a rapid process of resizing the world of work where functions and roles undergo rapid transformations, characterizing the professions without the constitution of new identities

scholarly journals Gender and Technology Culture: Points of Contact in Tech Cities

2019 ◽  
Vol 25 (1) ◽  
pp. 101-118 ◽  
Author(s):  
Mariann Hardey
Keyword(s):  
Social Networking ◽  
Professional Identity ◽  
Physical Space ◽  
Career Barriers ◽  
Professional Life ◽  
Professional Identities ◽  
Gender And Technology ◽  
The Uk ◽  
Masculine Culture ◽  
Conditions Of Work

This article considers several features of tech cities and masculine technology culture and their impact on the conditions of work and interactions of professionals working within them. It uses interdisciplinary perspectives of gender, technology culture, and professional identity and status to understand work in tech cities. Using focus groups involving 60 women and men across different professional backgrounds at three tech city sites in the UK and USA, the article examines the extent of change in work roles and status norms in a highly male-dominated sector and physical space. Professional life in tech cities is shaped by ‘points of contact’, characterised by heightened knowledge and awareness of masculine culture that restricts women’s progression. Three such points of contact are identified. As increased scholarly and policy attention is paid to the lack of diversity in tech, this study contributes to a much-needed shift in tech culture. Attitudes and professional identities built around work and social networking in tech cities reveal the importance of professional communities and networks in supporting women to manage rejection and career barriers.

scholarly journals Creating pathways to developing a “Teacher Self” through metaphor analysis

2019 ◽  
Vol 106 (1) ◽  
pp. 41-58
Author(s):  
Chin-Wen Chien
Keyword(s):  
Foreign Language ◽  
Professional Identity ◽  
Student Teachers ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experiences ◽  
English Language Teaching ◽  
Professional Identities ◽  
Positive Attitudes ◽  
Writing Analysis

This study analyzed eight Taiwanese English as a foreign language student teachers’ metaphors to explore their self and professional identity. This study has four major findings. First, metaphor writing was able to reveal important information about student teachers’ professional identities. Second, in terms of teaching demonstrations, metaphors written by those who taught and those who observed were different, being seen as variously as an “adventure” or a “carousel,” for instance, due to their different teaching and learning experiences. Third, their metaphors or metaphor discussions were not in-depth revelations of their understanding and knowledge of English language teaching. Fourth, these participants held positive attitudes toward metaphor writing, analysis, and discussion as “useful for reflection.”

scholarly journals  Reflecting on Professional Identity Through Art: A Case Example

2021 ◽  
Vol 40 (1) ◽  
pp. 136-138
Author(s):  
Nicole Kras
Keyword(s):  
Community College ◽  
Professional Identity ◽  
Human Services ◽  
Urban Community ◽  
Professional Identities ◽  
Urban Community College ◽  
Human Services Students ◽  
Human Services Programs ◽  
Support Students

Undergraduate human services programs seek ways to support students as they develop their professional identities. Few, if any studies, have considered the benefits of engaging human services students in art directives as a method for them to reflect on their professional identities. The following is a case example on how an art directive was incorporated in an undergraduate fieldwork course at an urban community college.

scholarly journals A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities

2021 ◽  
Vol 23 (2) ◽  
pp. 88-106
Author(s):  
Farzad Rostami ◽  
Mohammad Hosein Yousefi ◽  
Davoud Amini
Keyword(s):  
Professional Identity ◽  
Students With Disabilities ◽  
Identity Construction ◽  
Thematic Analysis ◽  
Educational Psychology ◽  
Qualitative Data ◽  
Teacher Educators ◽  
Professional Identities ◽  
Purposeful Sampling ◽  
Depth Interviews

The purpose of this study was to explore multiple facets of the professional identities of Iranian in-service teachers in exceptional schools. The study adopted a qualitative design. The data were collected through in-depth interviews with 14 in-service teachers. The participants were selected through purposeful sampling. Each interview lasted up to 40 minutes. The whole procedure of the data collection was audio-recorded, and verbatim transcriptions were made. Thematic analysis was utilized to analyze the qualitative data. Three themes emerged: relationships, lower identity, and professional identity. The study has some implications for policymakers, curriculum designers, educational psychology, and teacher educators.

scholarly journals Negotiating TESOL Discourses and EFL Teaching Contexts in China: Identities and Practices of International Graduates of a TESOL Program

2015 ◽  
Vol 44 (2) ◽  
Author(s):  
Roumiana Ilieva ◽  
Aojun Li ◽  
Wanjun Li
Keyword(s):  
Professional Identity ◽  
Identity Negotiation ◽  
Third Space ◽  
Professional Identities ◽  
Efl Teachers ◽  
International Graduates ◽  
Study Participants ◽  
Globalized World ◽  
Professional Contexts ◽  
Principal Researcher

This article reports on a study of the material effects of the discourses circulating in a TESOL program housed in a Canadian university on the professional identities and practices that international graduates of the program negotiate and develop in their local professional contexts in China. The principal researcher and two of the study participants discuss pedagogical values salient among program graduates and explore complexities accompanying professional identity negotiation. The article offers recommendations for TESOL programs in affording EFL teachers the possibility to construct hybrid professional identities and dwell comfortably in a “third space” as educational practitioners in a globalized world.

scholarly journals The concept of professional identity: Kindergarten teachers’ professionalism requirement in Malaysian preschool curriculum

2021 ◽  
Vol 10 (1) ◽  
pp. 126
Author(s):  
Abdul Halim Masnan ◽  
Muhammad Haziq Mohd Sharif ◽  
Masayu Dzainuddin ◽  
Mohd Mokhzani Ibrahim ◽  
Asmayati Yahaya ◽  
...  
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Direct Impact ◽  
Preschool Curriculum ◽  
Professional Identities ◽  
Knowledge Based ◽  
Significant Difference ◽  
Identity Concept ◽  
The One ◽  
One Way Anova

<span>This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.</span>

scholarly journals CONSTRUCCIÓN NARRATIVA DE LAS IDENTIDADES DEL PROFESORADO

2017 ◽  
Vol 7 (1) ◽  
pp. 95
Author(s):  
M. Mar Prados Gallardo
Keyword(s):  
Secondary Education ◽  
Discussion Groups ◽  
The Self ◽  
Current Investigation ◽  
Professional Identities ◽  
University Teachers ◽  
Semistructured Interviews ◽  
Analytical Tools

Abstract.The notions of I-positions and voices are proposed as analytical tools for studying how two university teachers use both of these narrative resources to construct and negotiate possible professional identities. We develop a conception of identity as a continuous and evolving narrative in which the self is constituted as a multiple, dynamic and constantly in negotiation reality from which individuals define who they are. We present some example of the analyzes performed through semistructured interviews autobiographical to university teachers and through discussion groups developed by teachers from secondary education. Finally, both benefits and limitations of the current investigation are discussed with regard to possible future studies.Resumen.En este trabajo se proponen las nociones de posiciones del yo y de voces como herramientas analíticas para estudiar las posibles identidades profesionales del profesorado a través de sus narrativas. Se desarrolla una concepción de la identidad como un continuo y cambiante relato (narrativa) en el que el yo se constituye en una realidad múltiple, cambiante y constantemente negociada, y a partir de la que los individuos establecen quiénes son en su relación con otros y con los contextos en los que participan. Se presentan, a modo de ejemplo, algunos de los análisis realizados a través de entrevistas semiestructuradas de carácter autobiográfico a profesores y profesoras universitarios y a través de grupos de discusión desarrollados por profesores y profesoras de educación secundaria. Finalmente, se plantean conclusiones y algunos alcances y limitaciones con vistas a futuros estudios.

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.

More than Just Books

2013 ◽  
pp. 148-167
Keyword(s):  
Professional Identity ◽  
Professional Education ◽  
General Public ◽  
Human Knowledge ◽  
Professional Identities ◽  
Time Machine ◽  
Professional Literature ◽  
Buffy The Vampire Slayer ◽  
Popular Images ◽  
Insight Into

This chapter explores popular images of librarians. Such images provide librarians with insight into how the general public understands their work. But by focusing on how librarians themselves react to these images, deeper insight is gained into how librarians understand their professional identity. When librarians engage with popular representations of their profession, they bring different understandings and meaning to the image than the general public. This understanding is the product of the professional education and their experiences as a profession. As they interact with the representation, they express and make sense of their professional identities. This chapter focuses on three images of the profession: Bunny Watson from Desk Set, Rupert Giles from Buffy the Vampire Slayer, and Vox NY-114 from The Time Machine. Librarians have generally reacted very positively to these images. Bunny is seen as stereotype-shattering, Giles is understood to portray librarians as heroes, and Vox is celebrated for being the compendium of all human knowledge. The popular stereotype of librarians rarely includes them interacting with technology, and the professional literature often focuses on how inaccurate this portrayal is. Librarians clearly understand themselves to have a closer relationship with technology than the stereotype allows.

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