scholarly journals Valuing Cultural Identity for Successful Teaching and Learning: Applying Culturometric Committed Communication Humanist Principles in Educational Contexts

2017 ◽  
Vol 10 (1) ◽  
pp. 176-193
Author(s):  
Beatrice Sylvie Boufoy-Bastick
Keyword(s):  
Identity Development ◽  
Cultural Identity ◽  
Professional Identity ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Development Programs ◽  
Professional Identities ◽  
Learning Context ◽  
Professional Identity Development ◽  
Evidenced Based

Summary The scientific literature is replete with caustic criticism of teacher development programs. Many programs offer little evidence of success, which in turn has prompted educators towards an international appeal calling for fundamental structural change. A momentous catalyst for this change is the ubiquitous emergence of research on the development of teachers' professional identities. This article speaks to these criticisms through the research on teachers’ professional identity development by using an evidenced-based model which structures teacher professional identity development and applying it to the restructuring of existing teacher development programmes. This article presents the Culturometric Committed Communication (CCC) model as a structural framework for teacher identity development that can be used to systematize the revision of the contents of existing pre-service and in-service professional development programs for the purpose of developing teachers’ professional identities. CCC endorses a dual mission of respectfully regarding teachers’ professional identity and dutifully affirming learners’ cultural identity. This is an intentionally humanistic culturometric application centred on the recognition and valuing of each individual, teacher and learner, for facilitating the success of the pedagogic interaction. CCC is an evidenced-based model that supports the educational mission of teachers, both in adapting pedagogical practices to the learning context and in developing teacher’s professional identity through structurally embedded and empirically evidenced processes of reflection, collaboration and culturally responsive classroom management. Thus the success of these processes is evidenced through the programme. Functionally, its central focus is on (re)negotiating current programme content towards context-relevant cultural identity. Philosophically it is anchored in Culturometrics’ three tenets, viz: an operational definition of Cultural Identity as ‘Values in context’, an assumption that the purpose of all chosen behaviours is to affirm one’s cultural identity and the belief that Culturometrics is a Humanist philosophy. The Culturometric Committed Communication model is derived from these three tenets and used to ensure success in teaching and learning in different educational contexts.

scholarly journals The Implications of EFL/ESL Teachers' Emotions in Their Professional Identity Development

2021 ◽  
Vol 12 ◽  
Author(s):  
Ling Cheng
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Educational System ◽  
Teaching And Learning ◽  
Pedagogical Beliefs ◽  
Esl Teachers ◽  
Professional Identity Development ◽  
Factors Affecting ◽  
Training Courses ◽  
Perceptions And Expectations

The leading implementers of the curriculum and educational system are teachers, so the success and failure of the educational system depend mainly on its teachers. If teachers have an established professional identity, it leads to the success of the educational system. Professional identity, like other aspects of the teaching and learning process, is influenced by various factors. Investigating this concept requires identifying the factors affecting it. One of the most important factors that influence teachers' professional identity is teachers' emotions. Teachers' emotions also can have a significant impact on teachers' performance. After searching the databases, this review article examines the role of teachers' emotions and their professional identities in English as a foreign language (EFL) or English as a second language (ESL) classrooms. This review paper unpacks that factors such as teachers' pedagogical beliefs, their positive and negative emotional experiences, their environmental and cultural factors, and their perceptions and expectations of these conditions could affect their emotions as well as their professional identity. Teachers' identity is shaped through ongoing negotiation and interaction that encompasses their personal and professional lives. Taking these factors into account in teacher training courses might notify teachers of the challenges that they might have in their classrooms and provide them with practical solutions.

Evolving practices and professional identity: How the new ways we work can reshape us as professionals and a profession

IFLA Journal ◽  
2018 ◽  
Vol 45 (2) ◽  
pp. 114-126 ◽  
Author(s):  
Melissa Ann Fraser-Arnott
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Information Science ◽  
Professional Community ◽  
Library And Information Science ◽  
Professional Identities ◽  
Professional Identity Development ◽  
Professional Experiences ◽  
Definition Of ◽  
Traditional Roles

Professional identities provide a lens through which to understand ourselves and our professional community. Individual practitioners may find that shifts in their own professional identities lead them to redefine their profession and those moving into new types of roles or engaging in new tasks may strive to alter the direction of the profession at large. This paper’s first objective is to provide insights into how professional identity development occurs and how the emergence of a new or unusual take on the library and information science profession based on professional experiences working in non-traditional roles can be seen as both an opportunity and a threat to the library and information science profession, using the experience of library and information science graduates working in non-library roles as a lens. The second objective is to translate the experiences of library and information science graduates working in non-traditional roles into recommendations for promoting diversity in the definition of the profession.

Secure-base Relationships as Drivers of Professional Identity Development in Dual-career Couples

2018 ◽  
Vol 64 (3) ◽  
pp. 694-736 ◽  
Author(s):  
Jennifer Louise Petriglieri ◽  
Otilia Obodaru
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
The Other ◽  
Dual Career ◽  
Secure Base ◽  
Professional Identities ◽  
Dyadic Relationship ◽  
Professional Identity Development ◽  
Dual Career Couples ◽  
Base Structure

Through a qualitative study of 50 dual-career couples, we examine how partners in such couples shape the development of each other’s professional identities and how they experience and interpret the relationship between those identities. We found that the extent to which and how partners shaped each other’s professional identities depended on the couple’s attachment structure, that is, whether one partner—or both—experienced the other as a secure base. Someone comes to regard another person as a secure base when he or she experiences the other as both dependably supportive and encouraging of his or her exploratory behavior. Couples who had a unidirectional secure-base structure experienced conflict between the development of their professional identities. The partner who received a secure base pursued ongoing professional identity development, while the partner who provided a secure base foreclosed it. Couples who had a bidirectional secure-base structure experienced mutual enhancement of their professional identity development. Both partners engaged in it and expanded their professional identity by incorporating attributes of their partner’s. Building on these findings, we develop a model of professional identity co-construction in secure-base relationships that breaks new theoretical ground by exploring interpersonal identity relationships and highlighting their roots in the secure-base structure of a dyadic relationship.

Teaming as a Mechanism to Promote Professional Identity Development

2015 ◽  
Vol 39 (3) ◽  
pp. 252-259
Author(s):  
Tracey L. Gendron ◽  
E. Ayn Welleford ◽  
Christine Jensen ◽  
Barbara J. Myers
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Professional Identity Development

Managerial identity development across the age-spectrum from an ideal self and values perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Udayan Dhar
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Personal Values ◽  
Ideal Self ◽  
Professional Identity Development ◽  
Content Type ◽  
Management Professionals ◽  
Inductive Thematic Analysis ◽  
The Ideal

PurposeThe purpose of this study is to investigate professional identity development among management professionals through the lens of the ideal self and personal values.Design/methodology/approachDetailed career vision essays based on the ideal self and personal values of 48 participants ranging in age from 22 to 54 were analyzed using an inductive thematic analysis. A theory-based classification of their personal values, collected through a survey, was also conducted as a supplemental analysis.FindingsThe visions of older management professionals were less career-oriented, more holistic, involved in a greater multiplicity of career roles, had more clarity and placed higher emphasis on work–life balance and on developing others. The older participants also reported having fewer self-enhancement values.Originality/valueThe findings demonstrate the relevance of the ideal self as a lens to study identity development and advance our understanding of professional identity development in the context of modern careers.

scholarly journals Recognizing and Alleviating Moral Distress Among Obstetrics and Gynecology Residents

2014 ◽  
Vol 6 (3) ◽  
pp. 457-462 ◽  
Author(s):  
Julie Aultman ◽  
Rachel Wurzel
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Moral Distress ◽  
Residency Education ◽  
Obstetrics And Gynecology ◽  
Professional Identity Development ◽  
Moral Concepts ◽  
Clinical Encounters ◽  
Medical Institutions ◽  
Academic Medical

Abstract Background Obstetrics and gynecology residents face difficult clinical situations and decisions that challenge their moral concepts. Objective We examined how moral and nonmoral judgments about patients are formulated, confirmed, or modified and how moral distress may be alleviated among obstetrics-gynecology residents. Methods Three focus groups, guided by open-ended interview questions, were conducted with 31 obstetrics-gynecology residents from 3 academic medical institutions in northeast Ohio. Each focus group contained 7 to 14 participants and was recorded. Two investigators independently coded and thematically analyzed the transcribed data. Results Our participants struggled with 3 types of patients perceived as difficult: (1) patients with chronic pain, including patients who abuse narcotics; (2) demanding and entitled patients; and (3) irresponsible patients. Difficult clinical encounters with such patients contribute to unalleviated moral distress for residents and negative, and often inaccurate, judgment made about patients. The residents reported that they were able to prevent stigmatizing judgments about patients by keeping an open mind or recognizing the particular needs of patients, but they still felt unresolved moral distress. Conclusions Moral distress that is not addressed in residency education may contribute to career dissatisfaction and ineffective patient care. We recommend education and research on pedagogical approaches in residency education in a model that emphasizes ethics and professional identity development as well as the recognition and alleviation of moral distress.

scholarly journals The Importance of the Community of Practice in Identity Development

2006 ◽  
Author(s):  
Janis Davis
Keyword(s):  
Identity Development ◽  
Occupational Therapy ◽  
Professional Identity ◽  
Community Of Practice ◽  
Professional Relationships ◽  
Professional Identity Development ◽  
Occupational Therapy Students ◽  
Multiple Case ◽  
Practice Methods ◽  
Cross Case Analysis

Purpose: The purpose of this study was to examine what processes facilitate, temper, or impede occupational therapy identity development in a community of practice. Methods: A multiple case design organized data collected from five in-depth interviews with occupational therapy students on level II fieldwork. A cross-case analysis was used to arrive at multiple case themes. Results: Themes emerged as responses to participation in a community of practice: a) professional relationships; b) supervision types; and c) responsibility for professional identity development. Results suggest that communities of practice have unique characteristics that either inhibit students from adopting professional identity or draw them closer to the center of the profession. Conclusions: Responsibility for professional identity development lies with both student and community of practice. These findings suggest attention must be paid to the quality of the community of practice if students are to experience a successful trajectory into the profession of occupational therapy.

scholarly journals A Critical Period in Becoming a Teacher: How Novice Teachers Develop Their Professional Identity

2020 ◽  
Vol 4 (4) ◽  
pp. p66
Author(s):  
Scott Gibbons
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Novice Teachers ◽  
Development Process ◽  
Teacher Educators ◽  
Role Identity ◽  
Key Factors ◽  
Professional Identity Development ◽  
The Many ◽  
Novice Educators

It is important to understand how teachers develop their professional identity because teacher educators and supervisors can take necessary steps to ensure novice teachers are provided necessary opportunities to cultivate their identity. This article examines research on professional identity development and explains how teachers develop their professional identity and why it is important for mentors to aid in the development process. This article draws on previous research to both define professional identity and explore the many aspects that lead to identity development in novice teachers. Findings suggest that although any experience can contribute to professional identity development, key factors have a major impact on how teachers develop their identity and the role identity development plays in pedagogical thinking. Understanding how professional identity develops can help teacher educators, supervisors, and mentors make available opportunities to build agency among novice educators, helping them to grow into reflective teachers.

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