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Journal articles on the topic 'Professional becoming'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Howe, Amanda. "Becoming professional." Medical Education 35, no. 3 (2001): 306. http://dx.doi.org/10.1046/j.1365-2923.2001.0901c.x.

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Howe, Amanda. "Becoming professional." Medical Education 35, no. 3 (2008): 306. http://dx.doi.org/10.1111/j.1365-2923.2001.0901c.x.

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Merzel, Cheryl, and Andrew Goodman. "Becoming a Professional." Pedagogy in Health Promotion 2, no. 3 (2016): 154–60. http://dx.doi.org/10.1177/2373379916656639.

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BARTOLD, P. MARK. "Becoming a Professional." Australian Dental Journal 53, no. 1 (2008): 1. http://dx.doi.org/10.1111/j.1834-7819.2007.00001.x.

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Reddy, Peter, and Rachel Shaw. "Becoming a professional." Education + Training 61, no. 2 (2019): 272–88. http://dx.doi.org/10.1108/et-10-2018-0210.

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Purpose Research into the experience of BSc Psychology students and graduates in the graduate transition was carried out to enquire if ontology is central to educational transformation; if professional work experience is important in the process of becoming; and how graduates experience the transition from student to professional. The paper aims to discuss these issues. Design/methodology/approach In this qualitative longitudinal in-depth interview investigation four one-year work placement students were interviewed twice and five graduates were interviewed at graduation and again two years la

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Lifton, Robert Jay. "On Becoming Witnessing Professionals." Daedalus 149, no. 4 (2020): 25–32. http://dx.doi.org/10.1162/daed_a_01814.

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I came to view my work with Hiroshima survivors in 1962 as not only a scientific study but a form of bearing witness to what the bomb did to human beings in that city. I tried to bring professional knowledge and experience to that effort, to become what I later called a witnessing professional. Nuclear and climate issues interacted in that early study, and have continued to be inseparable for all of us. I draw upon examples of witnessing professionals over the course of our struggles with these two planetary threats. In each case, they had to expose and combat the malignant normality, the dang

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7

Chipman, Richard B. "Becoming a Wildlife Professional." Journal of Wildlife Diseases 56, no. 3 (2020): 736. http://dx.doi.org/10.7589/0090-3558-56.3.736.

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8

Rochester, J. "Becoming a professional [engineers]." IEEE Antennas and Propagation Magazine 43, no. 6 (2001): 151–54. http://dx.doi.org/10.1109/74.979535.

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Vance, Connie. "ON BECOMING A PROFESSIONAL." Nurse Educator 10, no. 3 (1985): 20–25. http://dx.doi.org/10.1097/00006223-198505000-00010.

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Campbell-Meier, Jennifer, and Lisa Hussey. "Exploring Becoming, Doing, and Relating within the information professions." Journal of Librarianship and Information Science 51, no. 4 (2018): 962–73. http://dx.doi.org/10.1177/0961000618757298.

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Professional identity in Library and Information Sciences (LIS) in the United States and Canada is often defined by education, particularly the Masters in Library and Information Science(s) or its equivalent (MLIS). However, education is not the only attribute expected of an information professional. Anteby et al. (2016) developed three lenses for examining professions: Becoming, Doing and Relating. Each of these lenses provides a different view of how professional status is achieved and maintained and reflects the evolution of professional identification over the past century. Given the lack

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Burgar, Vanessa. "Becoming a UX Pro." ITNOW 63, no. 1 (2021): 18–19. http://dx.doi.org/10.1093/itnow/bwab006.

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Abstract User experience (UX) is a rapidly growing specialism, essential to the design of modern technology. Vanessa Burgar DipHE MSc QTS CITP discusses what knowledge is needed for successful practice and considers how can we provide education for aspiring UX professionals that is fit-for-purpose and strengthens professional identity.

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Thomson, Kelly, and Joanne Jones. "Being and becoming a professional accountant in Canada." critical perspectives on international business 11, no. 2 (2015): 156–72. http://dx.doi.org/10.1108/cpoib-10-2012-0045.

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Purpose – The purpose of this study was to explore how the migration experiences of international accounting professionals were shaped by colonial structures and how, through their interactions with other professionals, migrants hybridize their professional identities and the profession in Canada. Design/methodology/approach – A post-colonial analysis of the career narratives of international accounting professionals who migrated to Canada. Findings – This paper illustrates how explicit and formal requirements for transformation, as well as the more subtle informal demands of employers and cli

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Barchi, B. V. "PROFESSIONAL BECOMING OF THE PERSONALITY." International scientific journal «Education and Science», no. 24(1) (2018): 75–78. http://dx.doi.org/10.31339/2617-0833-2018-24(1)-75-78.

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Shinyashiki, Gilberto Tadeu, Isabel Amélia Costa Mendes, Maria Auxiliadora Trevizan, and René A. Day. "Professional socialization: students becoming nurses." Revista Latino-Americana de Enfermagem 14, no. 4 (2006): 601–7. http://dx.doi.org/10.1590/s0104-11692006000400019.

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Usually colleges are evaluated by the quality of the knowledge and technical training offered to the students. Little attention is given to the acquisition of the values, behaviors and attitudes necessary to assume their professional role. This exploratory study aims to increase understanding of the professional socialization process that occurs at nursing schools and the results obtained through the socialization of professional values and standards. The educational experience of nursing students involves more than a body of scientific knowledge and the acquisition of abilities to provide car

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Stone, Tunja. "Becoming an Early Years Professional..." Child Care 6, no. 6 (2009): 10. http://dx.doi.org/10.12968/chca.2009.6.6.42377.

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Reisig, Nancy. "Becoming a Global HR Professional." NHRD Network Journal 2, no. 1 (2008): 5–8. http://dx.doi.org/10.1177/0974173920080102.

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Brooke, Phil, Tom Prickett, Shelagh Keogh, and David Bowers. "Becoming Professional A University Perspective." ITNOW 60, no. 2 (2018): 16–17. http://dx.doi.org/10.1093/itnow/bwy037.

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Teng, Betty. "On Becoming a Witnessing Professional." Psychoanalytic Dialogues 33, no. 4 (2023): 442–43. http://dx.doi.org/10.1080/10481885.2023.2236526.

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19

Horn, Leigh Van. "Professional Book Reviews: Becoming Writers." Voices from the Middle 11, no. 2 (2003): 68–70. http://dx.doi.org/10.58680/vm20033080.

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Reviewed are: Lessons That Change Writers (Nancie Atwell); 100 Quickwrites (Linda Rief); Because Writing Matters: Improving Student Writing in Our Schools (National Writing Project and Carol Nagin); Writing for Real: Strategies for Engaging Adolescent Writers (Ross M. Burkhardt); The Revision Toolbox: Teaching Techniques That Work (Georgia Heard)

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20

Salifu, Jovia. "Becoming a social worker." Journal of Comparative Social Work 18, no. 2 (2023): 180–206. http://dx.doi.org/10.31265/jcsw.v18i2.675.

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Despite being the subject of numerous research, professional identity in social work remains an important yet contentious concept. The aim of this article is to contribute to the literature on professional identity in social work by reflecting on the mutual development of the personal and professional identities of social workers in Ghana. Interviews were conducted among 20 social workers in two regions of Ghana, the northern and central regions. The evidence shows that the identity of social workers is shaped by two major factors – the statutory legal regime in which they operate, and the pro

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21

Stern, David T., and Maxine Papadakis. "The Developing Physician — Becoming a Professional." New England Journal of Medicine 355, no. 17 (2006): 1794–99. http://dx.doi.org/10.1056/nejmra054783.

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Ventres, William. "Becoming professional: one physician'sRRRRRRRRRReflections on professionalism." Medical Education 49, no. 5 (2015): 544. http://dx.doi.org/10.1111/medu.12627.

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23

Helleve, Ingrid, Aslaug Grov Almås, and Brita Bjørkelo. "Becoming a professional digital competent teacher." Professional Development in Education 46, no. 2 (2019): 324–36. http://dx.doi.org/10.1080/19415257.2019.1585381.

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Johnsson, Mary C., and Paul Hager. "Navigating the wilderness of becoming professional." Journal of Workplace Learning 20, no. 7/8 (2008): 526–36. http://dx.doi.org/10.1108/13665620810900346.

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Cohen, E. J. "The Developing Physician—Becoming a Professional." Yearbook of Ophthalmology 2007 (January 2007): 257–58. http://dx.doi.org/10.1016/s0084-392x(08)70197-7.

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Bernay, T. "Becoming a professional cancer patient advocate." Western Journal of Medicine 175, no. 5 (2001): 342–43. http://dx.doi.org/10.1136/ewjm.175.5.342.

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27

Escott-Stump, Sylvia A. "Credibility: Becoming a Trusted Health Professional." Journal of the American Dietetic Association 111, no. 6 (2011): 803. http://dx.doi.org/10.1016/j.jada.2011.04.018.

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28

Inwood, Joshua F. J. "On Becoming a Professional Geographer (review)." Southeastern Geographer 46, no. 1 (2006): 161–63. http://dx.doi.org/10.1353/sgo.2006.0008.

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Syakira, Sitti, Fuad Abdullah, M. Rifqi Romdoni Anwari, Agis Andriani, Arini Nurul Hidayati, and Dede Anwar. "ON BECOMING A PROFESSIONAL ENGLISH TEACHER." Getsempena English Education Journal 10, no. 1 (2023): 1–26. http://dx.doi.org/10.46244/geej.v10i1.1930.

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In teacher identity studies, limited attention has been generally paid to how the pre-service teachers constructed their identity by conveying various emotions in their practices. Most scholars identified the pre-service teacher's emotions during the teaching practices program. However, identifying these emotions during online teaching practices remains under-researched. Given this fact, this study probed how an English pre-service teacher’s emotions constructed his professional identity during online teaching practices. This study employed a narrative inquiry of an English pre-service teacher

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30

King, Daniel. "Becoming Business-Like." Nonprofit and Voluntary Sector Quarterly 46, no. 2 (2016): 241–60. http://dx.doi.org/10.1177/0899764016663321.

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How do nonprofit practitioners learn to understand themselves as nonprofit professionals? Although the literature has explored the extent and repercussions of nonprofits becoming more business-like and professionalized, little attention has been placed on the process through which this professionalization occurs. Using an autoethnography based on my practice as cofounder and eventual manager of a small nonprofit organization, this article narrates the range of practices and mechanisms through which I came to understand myself as a nonprofit professional. Following Mitchell Dean, who draws heav

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31

Murray, Janet. "Becoming an early years professional: developing a new professional identity." European Early Childhood Education Research Journal 21, no. 4 (2013): 527–40. http://dx.doi.org/10.1080/1350293x.2013.845441.

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32

Xudayberganova, N. Q. "The Issue Of Shaping A Healthy Lifestyle In Future Becoming Teachers In The Process Of Professional Training." American Journal of Social Science and Education Innovations 02, no. 10 (2020): 368–71. http://dx.doi.org/10.37547/tajssei/volume02issue10-59.

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This article highlights the issue of healthy lifestyles for teachers in training. We calculate the given the contribution of teachers to the development of any society and the supply of professionals in all fields, we realize that we need to start a healthy lifestyle from the education system. Firstly, every professional is delivered to the society as a qualified specialist, and the contribution of educators, who provide the necessary professional staff to the society, is invaluable. In the professional training of specialists, of course, each specialty is mastered by qualified educators in th

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Mikhaylova, Alla, Tatiana Kokodey, and Larisa Adonina. "Professional becoming: Future environmental engineers’ social representations." E3S Web of Conferences 431 (2023): 07023. http://dx.doi.org/10.1051/e3sconf/202343107023.

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The objective of the paper is to answer the question how students-future environmental engineers define their practice through the analysis of their social representations of acmeology and its influence on professional becoming. Two methods of research were used by us: theoretical analysis and diagnostic tests. It is stated that social representation is an “environment” in relation to the person/group. The professional becoming and acmeology representation constitutes a concept simultaneously hybrid and frame in an area of studies, the social psychology that has been constructed from the inter

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34

Chappell, Kirsty. "Becoming a smile champion." Dental Nursing 20, no. 2 (2024): 75–76. http://dx.doi.org/10.12968/denn.2024.20.2.75.

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35

Zimnica-Kuzioła, Emilia. "The Process of Becoming a Professional Actor." Przegląd Socjologii Jakościowej 17, no. 3 (2021): 76–95. http://dx.doi.org/10.18778/1733-8069.17.3.04.

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The article concerns the process of becoming a professional actor; the author investigates the motivations of young people who decide to study acting. She is particularly interested in the impact of their significant others at various stages of the career path. The text is also an attempt to look at the stereotypes related to education in public theater schools. The empirical basis of the work involves free interviews conducted by the author with actors from Polish public drama theaters (in the period of 2015–2017) as well as journalistic interviews with theater artists published in books and

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36

Thompson, Nancy. "The Pathway to Becoming a Professional Nurse." Clinical Journal of Oncology Nursing 17, no. 6 (2013): 673–74. http://dx.doi.org/10.1188/13.cjon.673-674.

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37

Barns, Ian. "Becoming Theologically Reflective Practitioners in Professional Life." Journal of Christian Education os-45, no. 2 (2002): 7–20. http://dx.doi.org/10.1177/002196570204500202.

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38

McMains, Michael J. "Becoming a Professional: More Thoughts on Ethics." Journal of Police Crisis Negotiations 9, no. 2 (2009): 101–4. http://dx.doi.org/10.1080/15332580902869062.

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39

Reid, Anna, Vijaya Nagarajan, and Emma Dortins. "The experience of becoming a legal professional." Higher Education Research & Development 25, no. 1 (2006): 85–99. http://dx.doi.org/10.1080/13600800500453220.

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40

Wareing, Mark. "Becoming a health and social care professional." British Journal of Healthcare Assistants 11, no. 1 (2017): 32–39. http://dx.doi.org/10.12968/bjha.2017.11.1.32.

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41

Moffitt, Ursula E., Luciara Nardon, and Hui Zhang. "Becoming Canadian: Immigrant narratives of professional attainment." International Journal of Intercultural Relations 78 (September 2020): 84–95. http://dx.doi.org/10.1016/j.ijintrel.2019.06.004.

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42

L Runell, Lindsey. "Becoming a social work professional after incarceration." Journal of Social Work 20, no. 3 (2018): 307–20. http://dx.doi.org/10.1177/1468017318815293.

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Summary This article is based on data collected from interviews conducted with past and present members of a higher education program that affords previously incarcerated individuals the chance to attend a four-year university. College participation postincarceration can help foster trajectories for crime avoidance and employment. Less specific attention has been paid to how such educational experiences might shape opportunities for released prisoners to become professional help-givers and also help themselves in the process. This exploratory study brings awareness to some potential benefits o

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43

Harbaugh, Gary L., R. Michael Casto, and James A. Burgess‐Ellison. "Becoming a professional: How interprofessional training helps." Theory Into Practice 26, no. 2 (1987): 141–45. http://dx.doi.org/10.1080/00405848709543264.

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44

Porter, Beverly Fearn, and Roman Czujko. "Becoming a Professional Physicist: A Statistical Overview." Physics Today 39, no. 6 (1986): 70–78. http://dx.doi.org/10.1063/1.881033.

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45

Chen, Tsungpin. "Professional Identity Construction in Becoming an NNEST." English Language Teaching 16, no. 7 (2023): 115. http://dx.doi.org/10.5539/elt.v16n7p115.

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This study investigated the professional identity construction of NNESTs (Non-native English-speaking teachers) in Taiwan. The research paradigm was rooted in poststructuralism, which emphasizes subjectivity and exhibits the multiple, unstable, and non-linear properties of identity inquiry. Participants comprised two male and two female in-service English teachers from public and private senior high schools, whose teaching experience ranged from 10 to 15 years. The findings were as follows: in constructing their professional identity, NNESTs resorted to the integration of multiple selves, inte

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46

Benians, Amy, and Danny Fridberg. "On becoming an autonomous teaching professional: Mapping staff professional development preferences." Scope: Contemporary Research Topics (Learning and Teaching), no. 10 (2021): 134–44. http://dx.doi.org/10.34074/scop.4010020.

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47

Kuhlmann, Diane Orlich, and Alexandre Ardichvili. "Becoming an expert: developing expertise in an applied discipline." European Journal of Training and Development 39, no. 4 (2015): 262–76. http://dx.doi.org/10.1108/ejtd-08-2014-0060.

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Purpose – This paper aims to examine the development of expertise in an applied discipline by addressing the research question: How is professional expertise developed in an applied profession? Design/methodology/approach – Using a grounded theory methodology (GTM), nine technical-tax experts, and three experienced, non-expert tax professionals were interviewed regarding their experience in developing technical-tax expertise. Using GTM procedures, a core concept and variables (categories and properties of categories) were identified. A theory is advanced which explains the interaction of the c

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48

Fairchild, Nikki. "Segments and stutters: Early years teachers and becoming-professional." Contemporary Issues in Early Childhood 18, no. 3 (2017): 294–307. http://dx.doi.org/10.1177/1463949117731023.

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There has been extensive research and analysis of the professionalization of early childhood educators/teachers. The recent promotion of a teacher-led workforce in England has further focused discussions on the modelling of early years teachers as professionals. In this article, the author develops an alternative analysis using the concepts of Gilles Deleuze and Félix Guattari to explore professionalization as a process of becoming. English policy focus has been on constituting early years teachers as reflective and rational subjects, and moving towards a narrower view of professional identity

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49

Zafar, Muhammad Rehan, Raja Muhammad Yasin Sultan, and Adeel Shahzad. "Personal Branding: A Study on the Effects of Sociability and Charisma on Perceived Competence and Authenticity." Global Social Sciences Review VII, no. I (2022): 230–43. http://dx.doi.org/10.31703/gssr.2022(vii-i).23.

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Competition and complexity have increased many folds in professional arenas. The world is now becoming more integrated. However,the trend of personal success is gaining more importance in our lives. The process of Personal Branding is similar to Celebrity Branding. Professionals use it as a tool for creating an intended professional image and enhancing career success. There have been books and research on Personal Development,self-improvement, and personal management since 1960. However, Personal Branding is differentiated from regular branding practices as it focuses on personal strengths and

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50

Tucker, Virginia M. "Becoming an information architect: The evolving librarian’s skillset, mindset, and professional identity." Education for Information 37, no. 4 (2021): 485–500. http://dx.doi.org/10.3233/efi-211558.

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Learning the essential concepts and skills of information architecture (IA) has the potential to not only significantly extend the abilities of practicing library and information science (LIS) professionals, but also to evolve their professional identities and envisioned career opportunities. An online course on IA was designed around: the principles of threshold concepts, practical knowledge for the workplace, and professional ‘soft’ skills, such as collaboration and basic project management. The primary objective for the course was creating experiences for students in which they could discov

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