scholarly journals Investigation of Professional Identity Formation Processes of Primary Teachers: A Case Study

2019 ◽  
Vol 7 (3) ◽  
pp. 1-30
Author(s):  
Derya Girgin ◽  
Çavuş Şahin
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Primary Teachers ◽  
Formation Processes ◽  
Professional Identity Formation

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.

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 ‘I think I had to move backwards before I could move forward again’: a psychosocial case study exploring the interweaving of desistance from violent offending and professional youth worker identity formation

2020 ◽  
Vol 13 (2) ◽  
pp. 193-208
Author(s):  
Pete Harris
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Role Models ◽  
Deep Understanding ◽  
Continuing Professional Development ◽  
Professional Identity Formation ◽  
Youth Worker ◽  
Violent Offending ◽  
The Uk

This article explores the interweaving of desistance from violent offending and professional identity formation via a psychosocial case study of a youth worker undergoing training in the UK. It follows the trainee for five years as he attempts to leave his past as a football hooligan behind him and construct a new professional identity as a youth worker. I argue that the case exemplifies how some youth professionals with lived experience of violence, if not given the time and space to build reflexive awareness, may struggle to meet the demands of professional roles such as youth work. I identify what I see as some implications for the promotion of ex-violent offenders as role models to young men involved in violence, as has recently found support within popular and political arenas in the UK. The article concludes that training and continuing professional development regimes, when designed for those with a history of violent offending, might benefit from the deep understanding of violence, professional identity formation and desistance that psychosocial analysis offers.

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.

Professional identity formation of medical teachers in a non-Western setting

2021 ◽  
pp. 1-6
Author(s):  
Mardiastuti H. Wahid ◽  
Ardi Findyartini ◽  
Diantha Soemantri ◽  
Rita Mustika ◽  
Estivana Felaza ◽  
...  
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation ◽  
Medical Teachers

scholarly journals The use of text mining to detect key shifts in Japanese first-year medical student professional identity formation through early exposure to non-healthcare hospital staff

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yayoi Shikama ◽  
Yasuko Chiba ◽  
Megumi Yasuda ◽  
Maham Stanyon ◽  
Koji Otani
Keyword(s):  
Text Mining ◽  
Professional Identity ◽  
Identity Formation ◽  
Role Models ◽  
Healthcare Professionals ◽  
Clinical Work ◽  
Working Environment ◽  
First Year ◽  
Professional Identity Formation ◽  
The Impact

Abstract Background Professional identity formation is nurtured through socialization, driven by interaction with role models, and supported through early clinical exposure (ECE) programmes. Non-healthcare professionals form part of the hospital community but are external to the culture of medicine, with their potential as role models unexplored. We employed text mining of student reflective assignments to explore the impact of socialization with non-healthcare professionals during ECE. Methods Assignments from 259 first-year medical students at Fukushima Medical University, Japan, underwent hierarchical cluster analysis. Interrelationships between the most-frequently-occurring words were analysed to create coding rules, which were applied to elucidate underlying themes. Results A shift in terms describing professional characteristics was detected, from “knowledge/skill” towards “pride [in one’s work]” and “responsibility”. Seven themes emerged: contribution of non-healthcare professionals, diversity of occupation, pride, responsibility, teamwork, patient care and gratitude. Students mentioning ‘contribution of non-healthcare professionals’ spoke of altruistic dedication and strong sense of purpose. These students expressed gratitude towards non-healthcare professionals for supporting clinical work, from a doctor’s perspective. Conclusion Socialization with non-healthcare professionals provides important insights into the hospital working environment and cultural working norms. Through role modelling altruism and responsibility, non-healthcare professionals positively influenced student professional identity formation, promoting self-conceptualisation as a doctor.

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