scholarly journals The complexity of professional integration: An investigation of newly arrived teachers’ initial process of establishing themselves as teachers in Sweden

2021 ◽  
pp. 147490412110094
Author(s):  
Anki Bengtsson ◽  
Larissa Mickwitz
Keyword(s):  
Professional Socialization ◽  
Integration Policy ◽  
Institutional Perspective ◽  
Socialization Process ◽  
Professional Integration ◽  
New School ◽  
Institutional Conditions ◽  
Professional Experiences ◽  
Group Interviews ◽  
Institutional Challenges

This article investigates the professional integration of a group of newly arrived teachers, mainly from Syria, who participated in the labour market Fast-track programme in Sweden, which aims at facilitating quicker pathways to teaching positions. Drawing on the institutional perspective, our analysis focuses on formal and informal institutional conditions that hinder or enable newly arrived teachers in their striving for legitimacy as professional teachers. Analysis of focus group interviews and observations show that despite their professional experiences there are limits to their prior professional skills and competences being recognized within the Swedish school. The main institutional challenges identified were acquiring Swedish, understanding and managing the pupil-centred curriculum and its associated communication skills and taking on the facilitator teacher role. Handling and negotiating these challenges are important for gaining recognition as professional teachers, which, it seems, influences their opportunities for employment. To afford them opportunities for professional socialization, it is important to enable them to become acquainted with, handle and negotiate institutional conditions within a new school culture. In contrast to the quick-fix view of European integration policy, our study shows that the professional integration process takes time and includes a socialization process.

Professional Socialization in Schools

2020 ◽  
Author(s):  
Asiye Toker Gökçe
Keyword(s):  
New Teachers ◽  
School Principals ◽  
Professional Socialization ◽  
School Principal ◽  
First Year ◽  
Socialization Process ◽  
Organizational Contexts ◽  
New School ◽  
Professional Identification ◽  
The Many

Socialization is a process through which someone learns to become a member of society. Individuals learn how to perform their social roles, internalizing the norms and values of the community via socialization. Professional socialization is a type of adult socialization. It is a process through which newcomers internalize the norms, attitudes, and values of a profession. They receive instructions, and they learn the knowledge and skills necessary to satisfy professional expectations they are supposed to meet. Thus, they can adjust to the new circumstances and new roles of the profession. Individuals gain a professional identification and feel a commitment to a professional role during the process. In some way, the interpretation of newcomers, the agents of the profession, and the organization produce this. New teachers participate in the community of educators, and they learn how to be a member through the socialization process. They learn new skills, such as how to teach, and internalize new values, such as believing there will be cooperation among colleagues. They learn regulations and organizational contexts, while they develop a style of teaching. As a consequence, they construct a professional identity by internalizing values and norms of the profession and redefining it.This sometimes happens regardless of the school in their professional socialization process. Despite the many challenges inherent in the profession, new teachers are expected to be socialized while performing their duties. Thus, new teachers try to develop an identity and survive in the job through interaction and communication with other teachers. Some adjust easily, while others do not and leave the profession. Some use situational adjustments, while others prefer to strategically redefine the situation within the process. In addition to teachers, new school principals also need to be socialized in their roles in their first year. Becoming a school principal requires different procedures than teachers’ socialization. Nevertheless, models about the socialization of teachers and school principals explain professional socialization as happening through anticipatory, preservice, and in-service.

On Beginning to Become Dietitians

2014 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Debbie MacLellan ◽  
Jacqui Gingras ◽  
Daphne Lordly ◽  
Jennifer Brady
Keyword(s):  
Identity Formation ◽  
Professional Socialization ◽  
Early Years ◽  
Formation Processes ◽  
Socialization Process ◽  
Complex Process ◽  
The Future

This paper explores beginning dietetic practitioners’ perspectives on the process of becoming dietetics professionals through the use of vignettes to illuminate the complex process of professional socialization.  Embedded in these vignettes are three themes related to the socialization process that occurs in the early years of dietetic practice: congruence, resilience, and relationships.  Our findings indicate that new dietitians struggle to develop their dietitian identity.  They feel unprepared for the relational and practice realities of the workplace and find the transition from dietetic intern to dietitian challenging.  They seek many ways to cope including seeking support from others and planning for the future but some consider leaving the profession.  It is important to understand the professional socialization and identity formation processes that occur during the early years of practice to ensure that dietitians feel prepared and supported as they begin their careers.

scholarly journals The Professional Socialization of the Graduate Assistant Athletic Trainer

2015 ◽  
Vol 50 (5) ◽  
pp. 532-541 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Stephanie Clines ◽  
William A. Pitney
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Professional Socialization ◽  
Athletic Trainer ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Data Saturation ◽  
Academic Tracks ◽  
Orientation Session ◽  
Board Of Certification

Context The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective To understand the socialization process for graduate assistant ATs during their graduate experience. Design Qualitative study. Setting We conducted phone interviews with all participants. Patients or Other Participants A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.

scholarly journals SOSIALISASI PROFESI DAN SIKAP CARING PADA MAHASISWA DI FAKULTAS ILMU KEPERAWATAN

2015 ◽  
Vol 1 (01) ◽  
Author(s):  
Ayu Astari ◽  
Grace Solely Houghty ◽  
Renova Oktarini Br. Sibuea
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Socialization ◽  
Sampling Technique ◽  
Education Institution ◽  
P Value ◽  
Socialization Process ◽  
Chi Square ◽  
Cross Sectional ◽  
Cross Sectional Design

ABSTRAK Pendahuluan: Sikap caring adalah salah satu identitas profesi keperawatan yang berusaha ditanamkan oleh institusi pendidikan keperawatan melalui proses sosialisasi profesi. Namun, pada kenyataannya ditemukan sikap mahasiswa yang tidak menunjukkan sikap caring. Tujuan penelitian ini adalah untuk mencari tahu ada atau tidaknya hubungan antara sosialisasi profesi dengan sikap caring mahasiswa. Landasan teori yang dipakai adalah model sosialisasi profesi Hinshaw dan Theory of Caring Swanson. Metode: Metode penelitian yang digunakan adalah metode kuantitatif, menggunakan pendekatan cross sectional. Populasi penelitian ini adalah 45 mahasiswa angkatan 2011 Fakultas Ilmu Keperawatan Universitas x. Sample diambil menggunakan teknik total sampling. Data diolah dan dianalisis menggunakan chi-square. Hasil: Hasil yang diperoleh dari penelitian menunjukan nilai signifikansi hubungan sosialisasi profesi dengan sikap caring sebesar 0,019. Uji korelasi sosialisasi profesi dengan setiap kategori caring Swanson menunjukkan hubungan dua sub variabel caring yaitu “knowing” (p value = 0,001) dan “being with” (p value = 0,04) sebagai dua komponen yang sangat dipengaruhi oleh proses sosialisasi profesi. Hasil penelitian menunjukkan adanya hubungan yang signifikan antara sosialisasi profesi dengan sikap caring mahasiswa. Diskusi: Penelitian ini merekomendasikan agar penelitian selanjutnya dapat mengobservasi perilaku caring mahasiswa sehingga hasil yang didapatkan lebih akurat. Kata Kunci : Sosialisasi Profesi, Sikap Caring, Pendidikan Keperawatan  ABSTRACT Introduction : Caring attitude is one of the professional identity that is tried to be internalized by the nursing education institution through professional socialization process. The process begin since the students entering the faculty and improving as the time goes by. However, in reality, there are students who do not show caring attitude. The aim of this study was to find out if there is a correlation between professional socialization and caring attitude. Theoretical basis used is a model professional socialization Hinshaw and Swanson’s Caring theory. Method: The study used quantitative method with cross-sectional design. The population was 45 batch 2011 nursing students of Faculty of Nursing, University of x, using total sampling technique. The data analyzed using chi-square. Result: The significancy result of the correlation test between professional socialization and caring attitude is 0,019. The study also found that two sub variables of caring that are correlated with professional socialization are “knowing” (p value= 0,001) and “being with” (p value = 0,04). The results of this study indicate that there is significant relationship between professional socialization and sudent’s caring attitude. Discussion: This research recommends that further research can observe nursing student’s caring behavior in order to obtain more accurate results. Keyword: Professional Socialization, Caring attitude, Nursing Education  Full printable version: PDF

scholarly journals "Finis Origine Pendet” – Enhancing Later Learning and Professional Socialization Through an Introductory DPT Course

2005 ◽  
Author(s):  
Kyle Meyer ◽  
Patricia Hageman ◽  
Robert Fuchs ◽  
Amy Tyler ◽  
Gregory Karst
Keyword(s):  
Physical Therapy ◽  
Qualitative Data ◽  
Clinical Decision Making ◽  
Professional Socialization ◽  
Clinical Decision ◽  
First Year ◽  
Socialization Process ◽  
Patient Centered ◽  
First Year Students ◽  
Early Introduction

Background and Purpose: In developing a new Doctor of Physical Therapy (DPT) curriculum, the faculty at a mid-west academic health sciences center decided to introduce course content historically placed near the end of the program’s Master of Physical Therapy curriculum at the beginning of the DPT curriculum. The new DPT curriculum was constructed to promote the value of three central themes; 1) evidence-based practice and 2) patient-centered care, both of which contribute to 3) sound clinical decision making. Faculty theorized that by explicitly expressing these themes in a first semester, introductory course, students would acquire a much needed framework for categorizing and integrating future knowledge, and would begin the professional socialization process earlier in the curriculum. The purpose of this report is to describe the new course and provide quantitative and qualitative data regarding the course outcomes.Methods: Quantitative data were gathered via a survey administered to 75 students, 37 who had completed all three years of the program and 38 who had completed the second year of the program. In addition, qualitative data were gathered from first year student essays summarizing the course and describing its influence on their perceptions of the field. Results: More than 80% of second and third year students agreed or strongly agreed that the course had met all of the primary objectives outlined by the faculty. Essays from first year students also supported many of the purposes envisioned in the development of the course. Conclusion: These outcomes suggest students can value and comprehend more advanced content early in allied health curricula and that the early introduction of such content may aid in organizing subsequent learning and professional socialization.

scholarly journals 20. Is Strategic Development of Leadership Capacity for the Higher Education Workplace Possible?

2012 ◽  
Vol 5 ◽  
pp. 114
Author(s):  
Majorie Angel Brown
Keyword(s):  
Higher Education ◽  
Graduate Program ◽  
Professional Socialization ◽  
Leadership Capacity ◽  
Professional Competency ◽  
Socialization Process ◽  
Strategic Development ◽  
Diversity And Inclusion ◽  
Effective Leader ◽  
Competency Area

Beginning graduate students who are working in higher education can benefit from establishing a professional development plan designed to enhance leadership capacity. The challenge is to align personal goals with those of the graduate program, yet ensure that collegial socialization and professional competency development occurs. Professional socialization refers to the acquisition of values, attitudes, skills, and competencies pertaining to a professional subculture. In this paper, I describe an activity I designed and the process I used that address equity, diversity, and inclusion as one professional competency area in my socialization process as a strategy to become a more effective leader.

Exploring Senior Level Athletic Training Students' Perceptions on Burnout and Work-Life Balance

2016 ◽  
Vol 11 (2) ◽  
pp. 110-118
Author(s):  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
Athletic Training ◽  
Professional Socialization ◽  
Work Life ◽  
Work Life Balance ◽  
Athletic Training Students ◽  
Socialization Process ◽  
Cumulative Impact ◽  
Life Balance ◽  
The Future ◽  
Negative Findings

Context: The professional socialization process enables athletic training students (ATSs) to gain insights into behaviors, values, and attitudes that characterize their chosen profession. However, the process often focuses on skill development over professional issues. ATSs may be exposed to burnout and work-life conflict, which may impact their professional perceptions. Objective: Examine the cumulative impact of professional socialization on the ATS regarding their perceptions of burnout and work-life balance. Design: Qualitative research. Setting: Semistructured interviews with 6 individuals and 4 focus groups. Patients or Other Participants: Twenty-three ATSs enrolled in their final semester of Commission on Accreditation of Athletic Training Education–accredited programs at 5 universities (9 male, 14 female; average age = 22 years). Main Outcome Measure(s): Data collection occurred from 2 cohorts over a 2-year period. Participants completed focus group or individual interviews following the same interview guide. Interviews were transcribed verbatim. A general inductive analysis was used to evaluate the data. Themes were enumerated by counting the frequency with which a viewpoint was mentioned. Not all students answered each question. Member checks and a peer review established data credibility. Results: Three major themes emerged from our analysis, where ATSs reported (1) perceiving burnout, (2) recognizing burnout in their preceptors and professors, and (3) that work-life imbalance may be a challenge in the future. Athletic training students described experiencing feelings they attributed to burnout while recognizing similar signs in classmates and preceptors or professors, and acknowledged that having a family could be difficult in the future. Conclusions: Despite these seemingly negative findings, this group of ATSs was not influenced to leave the profession. Observing their preceptors use strategies and positive behaviors gave them hope for the future. Professionals must understand the importance of appropriate socialization when students are exposed to potentially negative situations so they remain optimistic about entering the field.

scholarly journals An Exploration of New Superintendent Mentoring and Goal Setting

2020 ◽  
Vol 5 (1) ◽  
pp. 25-35
Author(s):  
Jia “Grace” Liang ◽  
Donna Augustine-Shaw ◽  
James Sottile
Keyword(s):  
Goal Setting ◽  
Local Community ◽  
School Superintendents ◽  
Leadership Standards ◽  
New School ◽  
Community Values ◽  
Induction Program ◽  
Values And Beliefs ◽  
National Leadership ◽  
Group Interviews

Using surveys and focus group interviews, this study explored the perspectives of new school superintendents and their mentors on goal setting in relation to national leadership standards in a formal mentoring and induction program. While the two groups shared certain views, statistically significant differences were found. The mentees displayed a contextualized understanding of advocacy--more related to local community values and beliefs than those of national or international views. The issue of goal setting, or lack thereof, and the engagement of national leadership standards to mentoring are most prominent and novel in this study.

scholarly journals Professional Socialization of Pre-service Physical Education Teachers in Hong Kong Institute of Education

2000 ◽  
Vol 6 (2) ◽  
pp. 15-25
Author(s):  
Chung LI
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Professional Learning ◽  
Professional Socialization ◽  
Early Stage ◽  
Physical Education Teachers ◽  
Full Time ◽  
Socialization Process ◽  
Physical Education Teacher Education ◽  
Subjective Meanings

LANGUAGE NOTE | Document text in English; abstract also in Chinese.This paper presents a qualitative study with the use of the interpretive paradigm to capture subjective meanings that pre-service Physical Education (PE) teachers gave to their professional socialization process at the early stage of their two-year full-time teacher-training program. Data concerning their actions, feelings and reflection on their practical, pedagogical and theoretical modules were collected through interviewing and writing of reflective journal. Participants were analyzed according to their types namely, "athletes", "idealists", "pragmatists", "followers" and "the insecure group" while joining the program. It was interesting to find that they all articulated their professional learning to the "process knowledge" through experience rather than "propositional" one in the form of discipline based and theoretical conceptions regardless of their types. The findings provide information about how pre-service PE teachers learn and develop their professional knowledge, which in return, generate implications on how the Physical Education Teacher Education (PETE) program can be implemented effectively in Hong Kong.本文章以詮釋理念來探索香港敎育學院體育學系本科生職化的過程，研究對象為二十位來自體育學系的本科生，對部份師資培訓課程及經歷作出回顧及分析，藉此了解其學習模式及職化過程，並對現有的課程作出了探討及建議。

scholarly journals Um grupo profissional e suas relações: saberes e poderes na profissão docente

2015 ◽  
Author(s):  
Cenilza Pereira dos Santos ◽  
Vera Lúcia Bueno Fartes
Keyword(s):  
Teacher Training ◽  
Professional Socialization ◽  
Professional Group ◽  
Professional Culture ◽  
Socialization Process ◽  
Doctoral Thesis

Este artigo é parte da tese de doutoramento que se propôs a analisar um grupo profissional com o objetivo de compreender as relações que são estabelecidas entre seus membros relacionando com a atividade laboral. O estudo foi baseado em Caria (2007) e Dubar (2005) que fazem reflexões acerca da cultura profissional e sua socialização.  Foi uma pesquisa de inspiração etnográfica ancorada na teoria fundamentada em dados. Apresenta análise desse grupo profissional apontando uma dinâmica inter e intragrupo no processo de socialização profissional em que saber, poder e identidade emergem nas relações. Palavras-chave: Cultura profissional; Socialização; Formação de professores.This article is part of the doctoral thesis that set out to analyze a profissional group with the aim to understand the relationships which are established between its members in relations the labour activity. The study was based on Caria (2007) and Dubar (2005) that make reflections about the professional culture and socialization. The research had an ethnographic inspiration and it was anchored in theory grounded on data. It presents analysis of this professional group pointing a dynamic inter and intra-group in the professional socialization process in which knowledge, power and identity emerge in relationships.Keywords: Professional culture; Socialization; Teacher training.

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