Ethics in engineering: Student perceptions and their professional identity development

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.

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Recognizing and Alleviating Moral Distress Among Obstetrics and Gynecology Residents

Journal of Graduate Medical Education ◽

10.4300/jgme-d-13-00256.1 ◽

2014 ◽

Vol 6 (3) ◽

pp. 457-462 ◽

Cited By ~ 10

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.

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The Importance of the Community of Practice in Identity Development

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2006.1111 ◽

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.

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

Journal of Education and Culture Studies ◽

10.22158/jecs.v4n4p66 ◽

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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Pathways of Professional Identity Development: A Grounded Theory of Female School Principals

European Journal of Education ◽

10.26417/ejed-2019.v2i2-61 ◽

2019 ◽

Vol 2 (2) ◽

pp. 44

Author(s):

Lina Baira

Keyword(s):

Grounded Theory ◽

Identity Development ◽

Professional Identity ◽

Power Distribution ◽

School Principals ◽

Research Question ◽

Social Identification ◽

Professional Identity Development ◽

Main Research ◽

Education Management

This paper examines a female school principal’s perceptions of professional identity development. Recently education management has undergone the process of managerial transformation whereas new requirements and standards have been raised for school principals. Managerial transformations have been influenced by political, economic and cultural factors that (re)shaped school principals’ professional identities. These social identity changes are especially important in the shift of managerial paradigms that evoke challenges in social identification processes. Two major approaches to professional identity include a feminist standpoint and a social construction approach. The former claims that females are underrepresented as leaders in most facets of work life due to gender role stereotypes, prejudices and unequal power distribution. The latter subscribes to the notion that person’s identities are multiple and fluid due to their cultural, historic, and social situatedness. The purpose of this qualitative study was to explore the pathways of female school principals’ professional identity development. The main research question of this study was how professional identity development is described by female school principals. The study focuses on two in-depth interviews with experienced school principals. The constructivist grounded theory methodology has been applied for the research. Comparative analysis allowed to generate analytic units ranging from small to large and from micro (individual), and meso (organizational) to macro (regional, national or worldwide) levels in disclosing professional identity development process. Fifteen themes comprised the results of the interview research unfolding the essential phenomenon of professional identity development.

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