Effectiveness of Career-Development Courses for Nontraditional Premedical Students: Improving Professional Identity

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 915-920
Author(s):  
Paul Henry
Keyword(s):  
Gender Differences ◽  
Career Development ◽  
Professional Identity ◽  
Vocational Identity ◽  
Intervention Strategies ◽  
Professional Identities ◽  
Premedical Students ◽  
Occupational Information ◽  
Vocational Situation

The purposes of this study were to examine the effects of three career-development courses on the professional identities of participating students as measured by My Vocational Situation and to investigate the effect of gender on students’ responses to the scale. A total of 64 students enrolled in a special premedical program took the scale as a pretest and again as a posttest after the completion of three career-development courses. Analysis yielded significant differences between pre- and posttest scores for the three subscales of Vocational Identity, Occupational Information, and Barriers. No significant gender differences were observed at pre- or posttest. Implications for further research designed to evaluate the effectiveness of intervention strategies in career development are discussed.

Perceived Problem-Solving and Vocational Identity: Implication for Nontraditional Premedical Students

1996 ◽  
Vol 78 (3) ◽  
pp. 843-847 ◽  
Author(s):  
Paul Henry
Keyword(s):  
Problem Solving ◽  
Vocational Identity ◽  
Intervention Strategies ◽  
Special Program ◽  
Premedical Students ◽  
Personal Problem ◽  
The Relationship ◽  
Vocational Situation

The purpose of this study was to examine the relationship between vocational identity and self-appraised problem solving. A total of 86 students enrolled in a special program took the Vocational Identity subscale of My Vocational Situation and the Problem Solving Inventory one week apart. Pearson product-moment correlations indicated a relationship between personal problem-solving appraisal and vocational identity, suggesting the inventories assess one construct. Implications for intervention strategies for the present population are discussed.

Choice of Medical Specialty: Analysis of Students' Needs

1992 ◽  
Vol 71 (1) ◽  
pp. 215-224 ◽  
Author(s):  
Paul Henry ◽  
Frederick T. L. Leong ◽  
Roger Robinson
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Career Development ◽  
Medical Specialty ◽  
Vocational Identity ◽  
Clear Picture ◽  
Medical Career ◽  
Entering Students

The purposes of this study were to assess the career development needs of entering medical students as measured by the Medical Career Development Inventory and to examine gender differences in responses to the inventory. A total of 115 entering medical students (representing two entering classes) took the inventory two months prior to matriculation. Analysis suggested that this sample of entering students had formed a vocational identity and that they had evaluated the suitability and viability of a commitment to a physician's career. However, the participants had not formed a clear picture of their specialty interest and goals. No significant gender differences were indicated. A recommended career assistance workshop is presented as appropriate for these students' needs.

scholarly journals Gender Differences and Professional Identities in Health and Engineering

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Adriane Vieira ◽  
Alexandre de Pádua Carrieri ◽  
Plínio Rafael Reis Monteiro ◽  
Fátima Ferreira Roquete
Keyword(s):  
Gender Differences ◽  
Professional Identities

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 Developing vocational identity – a key premise in orienting students to the future

2021 ◽  
Author(s):  
Cristian Adascalitei ◽  
◽  
◽  
Keyword(s):  
Career Development ◽  
Theoretical Analysis ◽  
Future Orientation ◽  
Vocational Identity ◽  
Vocational Counseling ◽  
Counseling Education ◽  
Career Identity ◽  
School Adaptation ◽  
The Future

The article aims to highlight the role of vocational counseling / education in preventing difficulties in school adaptation and in developing vocational identity. Counseling is an approach that has been shaped since the beginning of the last century, although the initial approach had slightly different connotations from the current ones. In the set of theories and models developed by recent researchers in the field of vocational and career identity Luyckx, Lent, Brown and other authors introduce the Student Career Construction Inventory (2018) to explain the processes involved in vocational and career development. The present study represents a theoretical analysis of the dimensions identified by the mentioned authors, in order to offer readers an integrative perspective on a useful working tool for researchers, psychologists, teachers, considering that the future orientation of the students is a goal of each one of them.

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.”

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