Professional identity construction: becoming and being a dietician in Brazil, France and Spain

Professional socialization is a complex process that leads to the professional identity. While several studies have focused on the professional identity of physicians and nurses, few studies analyzed this aspect among dieticians. Furthermore, those studies did not consider the influence of sociocultural norms. The aim of this study was to analyze the construction of the professional identity of Brazilian, French and Spanish dieticians. A qualitative methodology based on semi-structured interviews was set up. The construction of the professional identity of Brazilian, French and Spanish dieticians is characterized by the incorporation of skills, knowledge and roles. This process was marked by transformations, mainly related to food and body. Dieticians from the three nationalities shared similar professional values grounded in a medical-nutritional rationale. However, their professional identity also resulted from a continuous process of interaction with patients, peers and the socio-cultural environment.

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

Content of Pedagogical Education in the Modern World: Meanings, Problems, Practices and Development Prospects

The article examines modern ideas about the nature of pedagogical activity, providing a critical analysis of the state of practice and scientific research on the problems of pedagogical education and reconstructing a set of methodological ideas, concepts and schemes related to ideas about the content and forms of pedagogical education. The authors present approaches to solving such problems as the modern understanding of the essence of pedagogical activity and the trends of its transformation in connection with the changed educational space, new functions of the teacher in the digital educational environment; crisis phenomena in pedagogical education and ways to overcome them. In this vein, the authors consider the concept of pedagogical education, substantiating its goals, content options and psychological mechanisms for mastering pedagogical activity. The proposed model of the process of professional socialization of teachers reveals the content, technologies and criteria for their effective professional training, dialectics of psychological, pedagogical and subject components in the structure of professional competence. Consideration is also given to the environment of a pedagogical university as a source of development of pedagogical experience and personal and professional qualities of teachers. The article may be of interest to researchers and organizers in the field of pedagogical education.

Students’ values, professional socialization and the mental gap of corporate social responsibility perceptions

This paper examines how values and professional socialization in business schools impact the formulation of students’ contextualized view of social responsibility. We propose the empirical concept of a mental gap between the existing and the wished-for level of a business school’s corporate social responsibility and estimate it empirically by using a sample of business school students from Central and South East Europe. Results show that students wish their business schools to reduce their current orientation toward economic outcomes and focus on environmental and social responsibilities. We interpret those empirical results in terms of the students’ wish to balance achieving economic prosperity and enjoyment of life with the prosocial outcomes of their education. New student generations’ perception of corporate social responsibility is not shaped by the professional socialization patterns but rather by the own perceptions, which can be influenced by experiential approaches to academic teaching and learning. Based on these empirical results, implications for academic practice and future research are explored.

PROFESSIONAL SOCIALIZATION OF STUDENTS IN THE STUDY OF HUMANITIES AT A TECHNICAL UNIVERSITY

This article substantiates the importance of professional socialization of students of a technical university. It is the student age, due to its age-related mental and personal characteristics, that all types of socialization occur intensively. Consequently, students are considered as the most favorable period for professional socialization. In addition, the article analyzes the scientific sources of literature in terms of the definition of the concept of "professional socialization". A huge role in the training of qualified personnel is played by higher education, which lays the basic foundation for the personal and professional development of the younger generation, in whose hands is the future of society and the country as a whole. It should be noted that thanks to the study of humanities at a technical university, it is possible to implement such methods of working with students that will ensure successful professional socialization of junior students at the training stage, form personal qualities and increase the level of professional training. Using the example of specific humanities disciplines, such as "Communication in professional activity", "Business communication" and "Psychology of professional activity", the article presents work with junior students, which forms the social formation of a student's personality and is part of the process of professional socialization.

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

Despite the widely recognized significance of critical incidents (CIs) in teachers’ professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course—framed around CI storying—to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers’ agency and emotions. Participation in the course contributed, however, to the teachers’ enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

Professional Socialization of Nursing Students and Its Relationship with Self-Esteem

Background: Nursing students must have the desired level of professional socialization to acquire the necessary roles and values to participate in the health care system. The process of socialization is part of the self-concept. Objectives: The aim of this study was to determine the level of socialization of nursing students and its relationship with self-esteem. Methods: This was a cross-sectional descriptive study. Data were collected from 166 nursing students. Data collection tools were demographic, professional socialization, and self-esteem questionnaires. The collected data were analyzed using descriptive and inferential statistical methods by SPSS 16. Results: The average scores of professional socialization and self-esteem were 174.87 ± 19.5 and 5.65 ± 5.10, respectively. Professional socialization was moderate in the majority of the participants (54.80%). The dimensions of “valuation and knowledge of the profession” and “management and organizational policies” had the highest and lowest averages, respectively. There was a positive and significant relationship between professional socialization and all its dimensions with self-esteem (P < 0.05). Also, there was a significant relationship between “professional socialization” and “interest in the field” as well as “the adaptation of the field to the ideas after entering the university”. Conclusions: By considering strategies, such as creating a positive attitude towards the nursing profession in students, professors can create a sufficient sense of self-esteem in different clinical settings and, consequently, strengthen professional socialization.

The perceptions of university students' professional socialization process

The purpose of this study is to determine the perceptions of university student’s professional socialization process. The study adopted the qualitative research design. Easily accessible case sampling method, was used to determine the participants of the study group. The study group consisted of 16 students. The data were collected through two focus groups. The data of the study were analysed using the content analysis method. According to the findings of the content analysis the themes “adaptation to society”, “professional role achievements”, and “adoption of the profession”, and relevant sub-themes were identified. The results of the study revealed that students who were studying at both faculties expressed the concept of ‘professional socialization’ in a multidimensional way. In the light of the findings obtained from the research, it is proposed to make new curriculum arrangements that will provide the development of professional socialization for students.

Features of professional socialization in the context of development of social subjectivity of young Russian scientists

Analyzed are features of professional socialization and the formation of social subjectivity of young Russian scientists. Professional socialization includes three stages: professional self-determination, professional education and professional activity. The formation of the social subjectivity of young scientists occurs at all stages of professional socialization and includes the following components: motivational-value, reflexive and activity. The study is based on in-depth interviews with young scientists of the Southern Federal District (n = 15). The selective strategy is targeted. The processing of empirical information was built in a qualitative paradigm with the use of a specialized QDA Miner program for processing textual information. The conducted research has revealed the conditions, factors and subjects that have an impact (both positive and destructive) on the professional socialization and the formation of the social subject of young scientists. The analysis of compliance carried out in the course of the study revealed significant characteristics of the social subjectivity of young scientists according to the criteria of choice, scientific status, type of scientific organization, continuity of profession in the family.

Migration of Young Scientists in the Context of Professional Socialization: Key Trends and Regional Disparities

The article presents generalized materials of the analysis of migration attitudes of young scientists in the context of professional socialization. The key research methods were statistical analysis and a sociological survey conducted in the paradigm of qualitative research among young scientists of the Southern Federal District (n = 15). It is concluded that the migration processes of young scientists are caused by the crisis situation of Russian science. Barriers to professional socialization. It is concluded that the vector of interregional migration is particularly relevant for young scientists in the region. The risks of regional disproportion of the concentration of scientific personnel potential are identified, which have a negative impact both on the territorial and spatial development of the region and on the professional socialization of young scientists