Digital Academic Environment and Professional Identity Development

Self-identity is a structural and dynamic system that develops as one’s living environment expands. During vocational training, professional identity acquires an integrating role in this system. Professional identity develops in the academic environment, which is expanding due to digitalization. The research objective was to identify the features of professional identity development in students in the conditions of academic digitalization and to determine the ways of psychological and pedagogical optimization of this process. The theoretical analysis is based on the general provisions of cultural and historical psychology, as well as on the methodology of the environmental approach in education. The contemporary academic environment demonstrated a lack of interpersonal interaction, which makes it difficult to enter the professional community and identify with it. However, the interactive character of the digital academic environment makes it possible to optimize the process of professional identity development. It comprises various information and communication platforms into a single media environment. Psychological and pedagogical technologies develop awareness and acceptance of professional values in the process of indirect interaction between students, teaching staff, and professionals.

Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators

Preparing future mathematics teacher educators (MTEs) with knowledge that are needed to effectively support pre-service teachers (PSTs) is very important. However, little attention was paid to MTEs’ knowledge development, which is multifaceted and complex. This study investigates successes, challenges, and tensions that four international graduate MTEs and one mathematics teacher educator (TE) experienced in developing their identity as math teacher educators. In total, 20 h of interactive interviews were analyzed by using qualitative methods. Emerging themes include how MTEs establish a sense of credibility and how they feel they are navigating multiple identities. Among the graduate MTEs, credibility was described as having the following: (a) knowledge of and experience teaching in the US education system; (b) experience in teaching using a problem-solving approach; (c) the ability to enact theory in practice. While navigating multiple identities, graduate MTEs recognize their ethnic identities are central and influence their perceptions of self as MTEs, and how they think they are perceived by others. The results highlight the importance of understanding MTEs tensions and challenges and provide “in-the-moment” support along the journey of becoming teacher educators.

ОСОБЛИВОСТІ СТАНОВЛЕННЯ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ В МАЙБУТНІХ ПСИХОЛОГІВ У ПРОЦЕСІ НАВЧАННЯ

Стаття присвячена проблемі становлення професійної ідентичності в майбутніх психологів. Мета полягала в емпіричному виявленні відмінностей розвитку показників професійної ідентичності на різних етапах навчання майбутніх психологів у бакалавраті. Теоретично досліджені основні погляди вчених на процес професійного становлення психологів (консультантів, психотерапевтів). Розглянуто особливості професійної ідентичності психологів у порівнянні з іншими професіями. Акцент ставиться на важливості приділення уваги становленню професійної ідентичності майбутніх психологів вже на етапі їхнього навчання у ЗВО. Розглянуто ключові періодизації розвитку професійної ідентичності спеціалістів допомагаючих професій, окремо виділено студентський період, в межах якого в майбутніх психологів має сформуватися чітке бачення себе як спеціаліста та окреслитися бачення власного професійного шляху. Емпірично досліджено особливості вияву професійної ідентичності з першого по четвертий курс навчання на бакалавраті. Детально розглянуто особливості емоційного ставлення студентів до власної професії та активної позиції щодо оволодіння професією психолога. Основна увага акцентується на зміні емоційного ставлення до спеціальності та професії від позитивного до негативного протягом навчання на бакалавраті. Серед основних причин такого знецінення виділяються дезадаптованість студентів під час початку навчання, напружений психологічний клімат в студентській групі, мала кількість навчальних годин, що приділяється особистісному розвитку студентів та розвитку готовності до взаємодії із клієнтами. В результаті цього студенти старших курсів виявляються психологічного не готовими до професійної діяльності, а тому обирають інші шляхи самореалізації. У висновках дається бачення того, що негативне ставлення та неприйняття себе в ролі психолога часто пов’язане із низькою адаптацією студентів до навчального процесу, відсутністю позитивного психологічного клімату всередині групи, недостатньою кількістю навчальних годин, спрямованих на особистісний розвиток студентів. Література Левченко, В.В. (2019). Психологічний супровід формування професійної ідентичності в умовах змін. Теоретичні і прикладні проблеми психології, 3(50), 196–207. Ляшенко, О.А. (2015). Розвиток професійної ідентичності як чинника становлення психологічної позиції рівності майбутніх викладачів. Науковий часопис НПУ імені М.П. Драгоманова. Серія 12. Психологічні науки, 2(47), 109–115. Родыгина, У.С. (2007). Психологические особенности профессиональной идентичности студентов. Психологическая наука и образование, 12(4), 39–51 Auxier, C.R., Hughes, F.R., & Kline, W.B. (2003). Identity development in counselors-in-training. Counselor Education and Development, 43, 25–38. https://doi.org/10.1002/j.1556-6978.2003.tb01827.x Rønnestad, M.H., & Skovholt, T.M. (1993). Supervision of beginning and advanced graduate students of counseling and psychotherapy. Journal of Counseling and Development, 71, 396–405. https://doi.org/10.1002/j.1556-6676.1993.tb02655.x Rønnestad, M.H., & Skovholt, T.M. (2013). The developing practitioner: Growth and stagnation of therapists and counselors. Thacker, N.E., & Diambra, J.F. (2019). Parallel Process of Professional Identity Development during Clinical Supervision. Journal of Counselor Preparation and Supervision, 12(3).

Factors influencing professional identity development and negotiation of public librarians in Aotearoa New Zealand

<p>The definition and fit of the librarian and library in society have been called into question amidst rapid professional and social change. This professional and social change has similarly called into question the professional identity of the librarian. Professional identity is the product of the impact the organizational and/or professional life has had on one’s understanding of self within its context (Whyte, 1956/2002), influencing discourse and behaviour (Sundin & Hedman, 2009). The influence of professional identity on perception and behaviour underscores the importance of the co-constructed relationship between librarian and those served. Therefore, professional identity is key in discussions concerning the place of the librarian in a 21st century society and beyond. To examine professional identity of public librarians in Aotearoa New Zealand, this research adopted a multimethod approach. In Phase 1, a questionnaire was designed operationalising elements of a conceptual model and for participant selection. In Phase 2, follow-up interviews were conducted with 40 participants. Semi- structured interviews allowed participants to elaborate on responses and reflect on their professional identities. The multimethod model adopted emphasises qualitative data, which was analysed with an inductive approach. This thesis begins with an introduction chapter, outlining the motivation, questions, and methodology which guided this research. This thesis also includes four original articles. The first article reviews the relevant literature on librarian professional identity. Previous literature presents as disparate, with foci on specific aspects of this professional identity. The first paper therefore takes a holistic approach to examine this identity, resulting in a conceptual model of the formation and development of librarian professional identity. This model guides subsequent examinations of the data collected. The second article outlines the development of a novel methodological approach. This approach resulted from the combination of methods adopted in this research. It establishes a link between critical incidents impacting professional identity and world- and self-perception grounded through this identity, as expressed by metaphors. The third article presents qualitative results from the interviews conducted. Findings demonstrate that dominant influences on practitioners’ individual perceptions of their professional identity development and to their professional behaviour feature in identity development over time, demonstrated by behaviour. Critical incidents prompt a specific identity negotiation process, identified as the Critical Incident Negotiation Process. This article also offers three theoretical propositions relating to the dominant influences on practitioners’ perception, behaviour, and the above-mentioned negotiation process. The fourth article further presents qualitative results from interviews. Findings demonstrate that librarian professional identity negotiations are grounded in perceptions of profession through meaning ascribed to the profession and through its manifestations (e.g., professional associations, etc.), respectively; and perceptions of practice as related to organisational/institutional contexts. This article also introduces the Relational States of Librarian Professional Identity (the relational states), which indicate variations of individual affiliation with the profession. This article also offers a theoretical process identified as the Professional Identity Negotiation Framework and six theoretical propositions relating to librarian professional identity, its negotiations, and relational states. The thesis concludes with a chapter outlining conclusions and contributions of the four articles in library and information science theory, methodology, and practice.</p>

Factors influencing professional identity development and negotiation of public librarians in Aotearoa New Zealand

<p>The definition and fit of the librarian and library in society have been called into question amidst rapid professional and social change. This professional and social change has similarly called into question the professional identity of the librarian. Professional identity is the product of the impact the organizational and/or professional life has had on one’s understanding of self within its context (Whyte, 1956/2002), influencing discourse and behaviour (Sundin & Hedman, 2009). The influence of professional identity on perception and behaviour underscores the importance of the co-constructed relationship between librarian and those served. Therefore, professional identity is key in discussions concerning the place of the librarian in a 21st century society and beyond. To examine professional identity of public librarians in Aotearoa New Zealand, this research adopted a multimethod approach. In Phase 1, a questionnaire was designed operationalising elements of a conceptual model and for participant selection. In Phase 2, follow-up interviews were conducted with 40 participants. Semi- structured interviews allowed participants to elaborate on responses and reflect on their professional identities. The multimethod model adopted emphasises qualitative data, which was analysed with an inductive approach. This thesis begins with an introduction chapter, outlining the motivation, questions, and methodology which guided this research. This thesis also includes four original articles. The first article reviews the relevant literature on librarian professional identity. Previous literature presents as disparate, with foci on specific aspects of this professional identity. The first paper therefore takes a holistic approach to examine this identity, resulting in a conceptual model of the formation and development of librarian professional identity. This model guides subsequent examinations of the data collected. The second article outlines the development of a novel methodological approach. This approach resulted from the combination of methods adopted in this research. It establishes a link between critical incidents impacting professional identity and world- and self-perception grounded through this identity, as expressed by metaphors. The third article presents qualitative results from the interviews conducted. Findings demonstrate that dominant influences on practitioners’ individual perceptions of their professional identity development and to their professional behaviour feature in identity development over time, demonstrated by behaviour. Critical incidents prompt a specific identity negotiation process, identified as the Critical Incident Negotiation Process. This article also offers three theoretical propositions relating to the dominant influences on practitioners’ perception, behaviour, and the above-mentioned negotiation process. The fourth article further presents qualitative results from interviews. Findings demonstrate that librarian professional identity negotiations are grounded in perceptions of profession through meaning ascribed to the profession and through its manifestations (e.g., professional associations, etc.), respectively; and perceptions of practice as related to organisational/institutional contexts. This article also introduces the Relational States of Librarian Professional Identity (the relational states), which indicate variations of individual affiliation with the profession. This article also offers a theoretical process identified as the Professional Identity Negotiation Framework and six theoretical propositions relating to librarian professional identity, its negotiations, and relational states. The thesis concludes with a chapter outlining conclusions and contributions of the four articles in library and information science theory, methodology, and practice.</p>

Pre-Service English Teachers’ Professional Identity Development: A Case Study

<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.</p>