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Journal articles on the topic 'Situated professional identity'
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Walz, Markus. "Professionalism as Situated Normativity: A Study of Lawyers' Professional Identity Work." Academy of Management Proceedings 2017, no. 1 (August 2017): 17330. http://dx.doi.org/10.5465/ambpp.2017.17330abstract.
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Heinzelmann, Rafael. "Occupational identities of management accountants: Situated identity regulation and work." Proceedings of Pragmatic Constructivism 3, no. 2 (December 1, 2013): 67–86. http://dx.doi.org/10.7146/propracon.v3i2.18776.
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This paper investigates occupational identities of management accountants. It casts light on the identity process consisting of identity regulation, work, and self-identity, wherein organizational identity regulation is drawn to the fore. To theorize this process, the paper draws on Alvesson and Willmott's (2002) and on Giddens (1991). The accounting literature provides evidence that the role of accountants undergoes changes as a result of "new" technologies, competition, globalization and organizational managers' demands (cf. Granlund and Lukka, 1998). This paper takes a different route by focusing on how one organization fosters the controlling of occupational identities. I argue in line with others, i.e. Morales and Lambert (2013), that accounting practices are constitutive for occupational identities. However, this relationship is not straightforward. It is characterized by the tension between the actual work and the professional ideals. In order to safeguard a consistent identity accountants engage in identity work. The results show that the combination of different means of identity regulation creates a strong repressive framework for accounting practices reducing the freedom to act and judge as a professional. It contributes to a better understanding of how accountants' identities are subjected to control while simultaneously challenging the positive role associated with IT systems.
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김대훈. "Professional development and identity formation process of geography teachers based on situated learning." Journal of The Korean Association of Geographic and Environmental Education 23, no. 3 (December 2015): 115–26. http://dx.doi.org/10.17279/jkagee.2015.23.3.115.
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Kock, Ruwayne Garth. "My career development journey to an authentic work identity." Career Development International 25, no. 6 (July 20, 2020): 581–96. http://dx.doi.org/10.1108/cdi-10-2019-0254.
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PurposeThis paper describes the author's lived experiences as a marginalised professional. It offers a nuanced understanding of the author's career development journey to an authentic work identity.Design/methodology/approachThis analytic autoethnography, situated in multicultural, democratic South Africa, describes how historic moments in the country's political evolution influenced the author personally: the author’s sense of belonging and the author’s various roles socially, as well as at work.FindingsThe paper tracks selected stories in the author's professional career journey to an authentic work identity, as indexed by the themes: I am a Black South African; I am a gay professional and so, who am I at work? On reflection, the author realised how the bounded nature of authenticity allowed psychological safety while exploring congruency between the author’s multiple work identities.Originality/valueThe autoethnography demonstrates how multiple accounts by the same author may be a valuable way of contributing to the literature on authentic work identity. This autoethnographic work extends the authentic identity literature of marginalised professionals beyond the narrow authenticity–inauthenticity binary of most organisational studies. The paper introduces limited authentic work identity as an ameliorative self-concept in organisations.
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Raharjo, Yohanes Maria Restu Dian, and Yuseva Ariyani Iswandari. "Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers." JET (Journal of English Teaching) 5, no. 1 (February 28, 2019): 26. http://dx.doi.org/10.33541/jet.v5i1.957.
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Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about “good teacher”, studentteacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and Program Pengalaman Lapangan or PreService Teaching Practice (PTP) influences this process by providing support and opportunities in creating a strong professional identity since they are still in a preservice phase. The different nature between MT (situated) and PTP (concrete) can be challenging to the pre-service teachers (PSTs), especially during the PTP. These challenges are called professional identity tensions and they involve PSTs (as a person and professional) and undesirable situation. This study aimed to identify the professional identity tensions faced by EFL PSTs during their PTP and how they coped up with the tensions. The study employed a qualitative survey design. The results identified six professional identity tensions and two coping strategies from the story of seven EFL PSTs. Those PSTs was indicated either to feel tension or to have experiences that might lead them to tension. Keywords: EFL pre-service teacher; professional identity tension; coping strategy
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White, Elizabeth. "Exploring the professional development needs of new teacher educators situated solely in school: pedagogical knowledge and professional identity." Professional Development in Education 39, no. 1 (February 2013): 82–98. http://dx.doi.org/10.1080/19415257.2012.708667.
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Colomer, Jordi, Teresa Serra, Dolors Cañabate, and Remigijus Bubnys. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices." Sustainability 12, no. 9 (May 8, 2020): 3827. http://dx.doi.org/10.3390/su12093827.
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In this Special Issue, Reflective Learning in Higher Education explores on tertiary education and its practices. It looks at in-house and external individuals, and collective initiatives and activities that centre on generating and reflecting on knowledge. It also explores the transformation output of learning communities, the communities themselves and their reflective practices, and discusses how reflective learning and developing one’s professional identity through reflection are linked. The connections between the theoretical and applied research on reflective practices, knowledge generation in all areas, professional practice and identity through theoretical definition, situated and grounded practice and transformative knowledge are also considered. The nine manuscripts in this Special Issue manifest that reflective learning is likely to (i) help forge students’ professional identity and ensure sustainable competences are effectively developed, (ii) transform students’ preconceived perspectives and social preferences to foster new reasoned action plans for decision-making, (iii) promote understanding one’s personal professional strengths and limitations and develop the ability to identify resources and ways to solve existing and/or future professional challenges and (iv) modify the students’ beliefs, attitudes, and daily behaviour to develop competences that will ultimately result in promoting sustainability.
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Karki, Debraj. "Professional Identity and Struggles of Basic Level English Teacher: A Critical Narrative Inquiry." Journal of Research and Development 4, no. 3 (September 23, 2021): 1–11. http://dx.doi.org/10.3126/jrdn.v4i3.39945.
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Professional development is a continuous process of learning to empower professional competency and enable teachers to be strong and competent in their professional career. The study critically explores the struggles and professional activities of basic level English teachers in professional development. Critical narrative inquiry has been used in relation to long lived experiences of a participant with a semi – structured telephonic interview. The participant narrates three distinct phases of experiences in teaching profession. The result revealed that participant was innately interested in teaching profession before involvement. But the situated school system discouraged his ideology of teaching profession even he determined to continue his profession involving in different seminars, workshop and study. However, the study further suggests that there is lack of innovating teaching profession from critical perspectives focusing the interactive and transformative environment in classroom. Therefore, the basic level teachers need to re- examine and re – construct the professional activities to address the need, interest and level of learners. Similarly, the study contributes to apply language teaching activities in terms of transformative mood rather than structured model of teaching empowering teachers as an agency.
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Clark, Barbara. "Flight attendant identity construction in inflight incident reports." Pragmatics of professional discourse 7, no. 1 (April 7, 2016): 8–29. http://dx.doi.org/10.1075/ps.7.1.01cla.
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This article explores the discursive construction of a professional flight attendant (FA) identity (Bucholtz and Hall 2004) in a corpus of reports written by FAs and voluntarily submitted to a US government agency. The article argues that writing and submission of the reports by FAs can be seen as a performative act, which heightens aviation institutional ideologies whilst foregrounding safety-related practices. Moreover, the narratives make frequent use of the intersubjective relation of adequation and distinction (i.e., “us and them”) in their situated construction of identity, with FAs excluding pilots from discursive constructions of the inflight crew. This distancing of pilots is counter to the “team” ideology in commercial aviation upon which much flight safety is predicated.
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Frost, Nick. "From “silo” to “network” profession – a multi-professional future for social work." Journal of Children's Services 12, no. 2-3 (September 18, 2017): 174–83. http://dx.doi.org/10.1108/jcs-05-2017-0019.
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Purpose The purpose of this paper is to argue that the future of social work can be situated as part of a fundamental shift towards co-located, multi-disciplinary practice and networking. It is argued that social work has a key role to play in co-located, multi-disciplinary child welfare practice, and indeed can be a leading profession in this context. Situating social work in this way involves re-conceptualising social work as a network profession, rather than a silo profession. The paper builds on an earlier study of five multi-professional, co-located teams updated with interviews with social workers currently situated in such co-located teams. An exploration of the role of social work in relation to child sexual exploitation is provided. Design/methodology/approach The first study was an ESRC-funded study and used a multi-method approach to understanding the work of five multi-disciplinary, co-located teams working with children, young people and families (Frost and Robinson, 2016). Four co-located teams with eight social workers participated in the research. This was followed up by a small scale study involving semi-structured interviews with six social workers situated in co-located, multi-disciplinary teams. The focus of the study was on professional identity and working practices with other related professionals. Findings The ESRC study explored the complexity of co-located, multi-disciplinary professional teams – exploring how they worked together and analysing the challenges they face. Professionals felt that such working enhanced their learning, their skill base and the process of information sharing. Challenges included structural and organisational issues and differences in ideological and explanatory frameworks. The follow up study of six social workers found that they gained satisfaction from being situated in such co-located, multi-disciplinary teams, but also faced some identified challenges. Child sexual exploitation is explored as an example of the work of co-located, multi-disciplinary teams. Research limitations/implications Semi-structured interviews with social workers based in co-located, multi-disciplinary teams have provided valuable insights into the operation of social workers in such settings. It is acknowledged that all the interviews are with social workers in co-located settings and that further work is required on the views of other social workers in reference to their experiences and views in relation to multi-disciplinary working. Originality/value The paper brings together theoretical positions and policy contextual material with qualitative research data which situate the social worker in wider multi-disciplinary, co-located settings. Drawing on qualitative, semi-structured interviews with 14 social workers in such teams, the paper aims to contribute to an understanding and development of the future of the social work role in these contexts, arguing that this is fundamental to the future of social work.
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Scaratti, Giuseppe, Jeanpaul Frassy, and Marina Orefice. "Strategie organizzative e consulenza come pratica situata di costruzione sociale di conoscenza." STUDI ORGANIZZATIVI, no. 1 (May 2009): 79–116. http://dx.doi.org/10.3280/so2009-001004.
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- The aim of this paper is to present the main results of a consultation understood like a situated practice dealing with the social process by which professional identity, organizational knowledge and cultures take form. The work underlines how organizational strategies grow up from the social texture of workplace exchanges, in which the practical and daily experience of each professional becomes the main and more relevant field for a making sense process: the interactions and conversations between internal and external stakeholders and social actors shape the incarnate production of ordinary social facts. The paper underlines the qualitative approach and the methodological devices used to achieve the production of situated knowledge concerned the context of a social firm, located in Valle d'Aosta, dealing with the challenge of brand positioning and innovation. By means of accounts and thick descriptions the paper aims to show how making organizational strategies can be analyzed as a situated social process, as a practice which acquires progressive stability from provisional and changing patterns.Keywords: Strategy process, practice, situated knowledge, qualitative methodological approach.
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Young, Ann-Marie, and Ann MacPhail. "Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’." Open Sports Sciences Journal 7, no. 1 (November 28, 2014): 98–105. http://dx.doi.org/10.2174/1875399x01407010098.
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This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s journeys in their attempt to shape their professional identity through participation in a variety of professional learning communities. The data revealed that the cooperating teachers experienced various forms of legitimate peripheral participation and, as a result, their learning trajectories and attempts to construct professional identities were diverse. The cooperating teachers’ learning did not always follow a positive trajectory, often meeting obstacles, resulting in the teachers experiencing both highs and lows during the supervision process.
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Bresnen, Mike, Damian Hodgson, Simon Bailey, John Hassard, and Paula Hyde. "Hybrid managers, career narratives and identity work: A contextual analysis of UK healthcare organizations." Human Relations 72, no. 8 (December 3, 2018): 1341–68. http://dx.doi.org/10.1177/0018726718807280.
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While hybrid managers are increasingly important in contemporary organizations (especially in the public sector), we know little about why or how they become hybrid managers, or how this is shaped by the interplay of professional experience and organizational circumstances. In pursuit of a more variegated, contextualized and dynamic understanding of hybrid management, this article focuses on how individuals transition into managerial hybrids, emphasizing the dynamic and emergent nature of hybrid management identity. Studying managers in English healthcare, we employ the concept of identity work as expressed through career narratives to examine the influence of career trajectories and organizational experiences on emerging hybrid manager identity. The study identifies three broad managerial career narratives – aspirational, ambivalent and agnostic – and relates them to experiences of doctor and nurse hybrid managers in three healthcare settings. An interpretive analysis of these narratives reveals a more variegated, situated and dynamic interpretation of hybrid managerial identities than previously considered and underscores the importance of personal and organizational experiences in shaping emergent hybrid professional/managerial identity.
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LORCA, ARNULF BECKER. "Alejandro Álvarez Situated: Subaltern Modernities and Modernisms that Subvert." Leiden Journal of International Law 19, no. 4 (December 2006): 879–930. http://dx.doi.org/10.1017/s0922156506003694.
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Alejandro Álvarez's professional trajectory forces us to rethink the traditional modes of reading and writing the history of international law. Álvarez was central to the development of modern international law. He also happened to be a Latin American international lawyer. Should we interpret his work and life against the background of the intellectual and political history of Europe? Are the contexts that relate to the crisis of the European balance of power or the rise of nationalism the only ones that explain the emergence of a modern international legal discourse? This article situates Álvarez's scholarship within the intellectual, economic, and political history of Latin America. Interpreting Álvarez in the context of a genealogy of modernist Latin American thinkers illustrates the extent to which his work was part of a broader regional effort to appropriate European cultural artefacts in ways that granted them both a cosmopolitan and a distinctively Latin American character. Álvarez's modernism reinvented the meaning and uses of international law as a strategic foreign-policy tool in the interest of Latin American countries, a reinterpretation that contributed also to the construction of a Latin American identity and thought.
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Barry, Ben. "(Re)Fashioning Masculinity: Social Identity and Context in Men’s Hybrid Masculinities through Dress." Gender & Society 32, no. 5 (May 30, 2018): 638–62. http://dx.doi.org/10.1177/0891243218774495.
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Modern Western society has framed fashion in opposition to hegemonic masculinity. However, fashion functions as a principal means by which men’s visible gender identities are established as not only different from women but also from other men. This article draws on the concept of hybrid masculinities and on wardrobe interviews with Canadian men across social identities to explore how men enact masculinities through dress. I illustrate three ways men do hybrid masculinities by selecting, styling, and wearing clothing in their everyday lives. The differences between these three hybrid masculine configurations of practice are based on the extent to which men’s personal and professional social identities were associated with hegemonic masculine ideals as well as the extent to which those ideals shaped the settings in which they were situated. Although participants had different constellations of gender privilege, they all used dress to reinforce hegemonic masculinity, gain social advantages, and subsequently preserve the gender order. Failing to do so could put them personally and professionally at risk. My research nuances the hybrid masculinities framework by demonstrating how its enactment is shaped by the intersection between men’s social identities and social contexts.
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Prendergast, Simon Te Ari, and Daniel K. Brown. "Architecture as a pathway to reconciliation in post-earthquake Christchurch." Journal of Public Space 2, no. 3 (December 9, 2017): 143. http://dx.doi.org/10.5204/jps.v2i3.123.
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<p>This community-based and culturally-situated design research project reflects on issues of community empowerment and activism through speculative design meant to provoke discourse within the wider New Zealand community. As design-led speculative architectural research, it reaches beyond the confines of professional practice. It challenges the norms of contemporary New Zealand architecture by investigating new architectural approaches to explicitly reflect the cultural identity of New Zealand Māori. The devastating earthquakes of September 4, 2010 and February 22, 2011 destroyed much of Christchurch. While a terrible tragedy, it also opened up the city for fundamental community based discussion. The idea of a post-colonial not just a post-earthquake city emerged, driven by Māori design and planning professionals following the leadership of local elders. The situated community for this design-led research investigation is the Ngāi Tahu iwi (Māori tribe) of Ōtautahi / Christchurch. Ngāi Tahu professionals in Ōtautahi / Christchurch developed key design aspirations pertaining to the future architecture and urban design of the new city. The city rebuild offered an opportunity to present a Ngāi Tahu vision that reflected its place identity in the new city. The site for this design research investigation is the Ngāi Tahu owned King Edward Barracks, within the Ōtautahi / Christchurch central business district. This traditional Māori settlement site had been covered with a disparate collection of urban colonial buildings, several of which were destroyed or damaged in the earthquakes. If this Ngāi Tahu owned site (and the city as a whole) is to be rebuilt, is there an opportunity for its architecture to reflect Ngāi Tahu, rather than Eurocentric models? And if so, how might such a design embody Māori and Ngāi Tahu identity, while enhancing New Zealanders’ awareness of traditional Māori design, values, and customs – all within the context of a contemporary urban fabric?</p>
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Morton, Janne. "Constructing knowledge and identity in a professionally-oriented discipline." Genre and Disciplinarity 41, no. 2 (December 31, 2018): 185–204. http://dx.doi.org/10.1075/aral.00009.mor.
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AbstractCentral to rhetorical genre theory is the notion of ‘rhetorical situation’ (Bitzer, 1968), which emphasizes context as sociohistorically situated. In the analysis of academic genres, this notion helps us to think of the contexts that genres respond to as dynamic, varying across time and space, rather than as stable and unified disciplinary discourse communities. From this social perspective, academic disciplines are theorized as including a great number and range of rhetorical situations (Paré, 2014), and the idea of genre variation becomes of increasing scholarly interest. In this study, rhetorical genre theory and the concept of ‘rhetorical situation’ provide a framing for the analysis of a recurrent discursive event. The event is the design studio ‘crit’, a weekly presentation and review of students’ in-progress design ideas and artifacts, through which the teaching and learning of architectural design is enacted in the academy. In a professionally-oriented discipline such as architecture, curriculum genres often need to negotiate tensions between the academy and the profession. Applied to such settings, a rhetorical genre approach invites us to think about whose values and knowledge dominate, and who has the authority to adapt the genre to suit its changing needs. This paper reports on interviews with five design teachers (one senior academic and four professional practitioners). The interviews reveal how the teachers take up the crit genre in diverse ways, including what counts as knowledge and competence in the design studio and how this knowledge is best taught, learnt and assessed. The paper concludes that students would benefit from a genre pedagogy that focuses on genre variation, its sources and its consequences, as well as genre conventionality.
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Roebben, Bert. "The Religious Education Teacher as a Guide in Fostering Identity, Celebrating Diversity and Building Community." Revista de Estudos da Religião (REVER). ISSN 1677-1222 15, no. 2 (December 31, 2015): 150. http://dx.doi.org/10.21724/rever.v15i2.26192.
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This contribution is situated in the European discourse on the role of the teacher of religious/worldview education in schools. Based on the assumption that every child and youngster has the right to deal with existential questions in a safe and solid learning environment, the author focuses on the specific role of the teacher to enhance religious/worldview competence and identity development in the students. Within the idea of professionalism three roles can be discerned: the teacher as a guide in fostering identity, celebrating diversity and building community. These professional roles have a counterpart in the spiritual disposition of the teacher. This argument is developed through a specific reading of the medieval German mystical theologian Meister Eckhart. Surprising thoughts on who the teacher is and what he should do (and eventually not do) are evoked and discussed.
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Billany, Ruth. "Dog at My Feet: A Moment of Identity Construction within Dissertation Acknowledgements." Society & Animals 22, no. 3 (April 22, 2014): 221–40. http://dx.doi.org/10.1163/15685306-12341325.
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Abstract Human-animal studies (has) is a legitimate and multidisciplinary academic endeavor. In the last three decades, there has been a proliferation of articles revealing multiple ways of knowing about the human-animal relationship. This paper, informed by social psychological theories, turns the mirror upon new researchers as they emerge as professional selves into academia. Post-graduate students engage multiple and sometimes contradicting identities throughout their candidatures. The unit of analysis is the dissertation acknowledgement (da) at both a structural and functional level. The das have recently become objects of serious empirical investigation as linguistic choice promotes a situated academic, cultural, and social identity in a moment of time. This paper examines the generic structure and purpose of 104 das, with a particular focus on the student-writer’s identity with relationship to nonhuman animals in their lives. Fourteen sub-themes are subsumed into thanking, reflecting, and announcing moves. A case is made that the study of das is a potentially fecund research area for a unique moment of identity construction.
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Amoor, Izat El. "Closets and institutions: Queer teacher exclusion in the Israeli high school system." Sexualities 22, no. 5-6 (November 15, 2018): 883–900. http://dx.doi.org/10.1177/1363460718772756.
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Drawing on an analysis of 12 in-person qualitative interviews with queer, male, Israeli high school teachers, and Israeli queer social and political news stories, this study explores the intersection of queer teachers’ professional and personal sexual identities. The study contends that this intersection is one characterized by exclusion, particularly attributable to institutional homophobia and queer politics situated within the Israeli national regional ground. Utilizing queer and educational discourses regarding teacher identity and institutional homophobia, this article documents and reports on queer teachers’ resistance in the educational system and the navigation of the coming-out process in socio-politically complex Israel.
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Kane, Stephanie C., and Harriet E. Manelis Klein. "Gringo/a as Sociolinguistic Fractal." Ethnologies 35, no. 1 (September 9, 2014): 3–27. http://dx.doi.org/10.7202/1026449ar.
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The polysemic term “gringo” inevitably mediates the negotiation of cultural identity for anthropologists carrying out fieldwork in Latin America. Drawing on experiences from the authors’ interactions in pursuit of professional goals, this analysis shows how nation, religion, gender, race, and the histories of colonization, migration, and alliance emerge and recede in kaleidoscopic encounters between hemispheric stereotypes and cross-cultural travelers. The intertwined personal experience narratives of ‘gringo-hood’ we present reveal the fractal character of knowledge and experience. This article, therefore, shows how linguistic, cultural, and especially folkloric interactions mediate the various dimensions of our socially situated experiences and the different forms of talk we encountered.
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Rasch, Elisabet Dueholm. "Becoming a Maya Woman: Beauty Pageants at the Intersection of Indigeneity, Gender and Class in Quetzaltenango, Guatemala." Journal of Latin American Studies 52, no. 1 (September 10, 2019): 133–56. http://dx.doi.org/10.1017/s0022216x19000919.
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AbstractIndigenous beauty pageants can be seen as a way of re-appropriating indigenous identity. This article approaches beauty pageants as being situated in multiple systems of power at four levels of contestation: (1) reproducing gender relations and creating new professional and political opportunities; (2) constituting a site for cultural and political agency and delimiting the ways to ‘be a Maya woman’; (3) reproducing class relations in terms of access to the event and contributing to social awareness of beauty queens; (4) as a social event consolidating (gender) relations within the family. The findings are based on longitudinal (2002–14) ethnographic fieldwork in Quetzaltenango, Guatemala.
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Haston, Warren, and Joshua A. Russell. "Turning Into Teachers." Journal of Research in Music Education 59, no. 4 (September 20, 2011): 369–92. http://dx.doi.org/10.1177/0022429411414716.
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The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors utilized a multiple case study method and collected data from interviews, observations, and participant written reflections. The transformation of data included transcribing interviews and indexing student reflections. The authors identified four emergent themes: the development of general pedagogical knowledge, knowledge of self, performer/teacher symbiotic outcomes, and professional perspectives. The impact of the perceived positive or negative ACL experiences as well as interactions with peers was mediated by either adaptive or maladaptive participant responses to ACL experiences. Participants’ descriptions fit the framework of an extended apprenticeship of what the authors labeled a critical apprenticeship of observation. Based on these findings, they developed a conceptual diagram in order to describe the impact of the ACL experiences on teacher occupational identity development.
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Diamond, Fleur. "Cultural memory in English teaching: a critical autobiographical inquiry." English Teaching: Practice & Critique 19, no. 2 (April 27, 2020): 231–44. http://dx.doi.org/10.1108/etpc-05-2019-0061.
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Purpose Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the standardisation agenda has targeted literacy education as a focus for interventions. This has highlighted an incongruence between standardised approaches to literacy and pedagogies and practices in subject English that have developed over time, and which represent disciplinary ways of knowing. Design/methodology/approach This paper uses the occasion of the author’s transition from classroom English teacher to teacher educator to inquire into the pedagogies and practices around teaching with texts that form part of her professional identity. The purpose of this study is to introduce cultural memory as an approach to interpreting narratives about educational experience and the development of English pedagogies over time. Findings The paper argues that standards-based reforms tell “official stories” (Malcolm and Zukas, 2009) about teacher professionalism that displace knowledge of past practices and the ethical and intellectual investments they represent. This is characterised by a marked “presentism” (Green and Cormack, 2015) in contemporary education policy. By contrast, critical autobiographical inquiry practised as cultural memory produces situated accounts of the role of professional memory in the on-going “project” (Green 2002/2014) of English teaching. Originality/value The paper presents new work in the area of teacher professional identity drawing on the interdisciplinary methods of cultural memory studies.
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Wills, Jeanie. "Dorothy Dignam’s advocacy for women’s careers in advertising: 1920-1950." Journal of Historical Research in Marketing 10, no. 1 (February 19, 2018): 21–36. http://dx.doi.org/10.1108/jhrm-01-2016-0001.
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Purpose This paper aims to examine how women working in the advertising industry during the 1920s and 1930s encouraged and resisted stereotypes about women to establish a professional identity. This seemingly paradoxical approach provided women with opportunities for professional development and network building. Dorothy Dignam is presented as a case study of one such advertising woman. She was a market researcher, a teacher, an advocate for women’s employment in advertising, a historian of women’s advertising clubs and a supporter of and a contributor to women’s professional networking. Design/methodology/approach Archival material is drawn from the N. W. Ayer and Son archives at the Smithsonian Institute, the Advertising Women of New York archives and the Dorothy Dignam Papers at the Schlesinger Library, the Philadelphia Club of Advertising Women papers at Bryn Mawr, the Dignam Collection at the Wisconsin Historical Society and the Women’s Advertising Club of Chicago (WACC) archives at the University of Illinois, Chicago. A close reading method of analysis places the material in a historical context. Additionally, it provides a narrative structure to demonstrate the complementary relationship between advertising club work and professional identity. Findings Dignam’s career strategies helped her to construct a professional identity that situated her as a guide, teacher and role model for other women who worked in advertising. She supported and created an attitude that enabled aspiring career women to embark on their careers, and she assisted in creating a coalition of women who empowered each other through their advertising club work. Practical implications Dignam’s published work about careers for women in advertising, her own career and its advancement and her involvement with women’s advertising clubs all served a rhetorical purpose. Her professional life sought to change both men’s and women’s attitudes about the impact of women in professional roles. In turn, the influence of attitudes helped to create space for women in business, especially those seeking advertising careers. Originality/value This paper illustrates how Dignam’s career, accomplishments and publications coalesce to provide evidence of how women negotiated professional identities and claimed space for themselves in the business world and in the advertising industry.
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Netolicky, Deborah M. "Rethinking professional learning for teachers and school leaders." Journal of Professional Capital and Community 1, no. 4 (October 10, 2016): 270–85. http://dx.doi.org/10.1108/jpcc-04-2016-0012.
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Purpose Situated within the conversation of the global push for teacher quality and for professional learning that positively shapes teaching practice in order to improve student learning, the purpose of this paper is concerned with transformational learning that actively shifts cognition, emotion, and capacity (Drago-Severson, 2009). Design/methodology/approach This paper is set against the backdrop of one independent, well-resourced Australian school during its professional learning intervention. It draws together findings from a narrative study that examined the lived experiences of 14 educators. The educators interviewed for this study included the researcher (also an educator at the school), two teachers, and 11 school leaders at middle and executive levels. Findings While the study set out to explore how educators’ experiences of professional learning (trans)form their senses of professional identity, it found that it is not just professional learning, but epiphanic life experiences that shape professional selves and practices. Learning is highly individualized, not one-size-fits-all. It is that which taps into who educators see and feel they are that has the most impact on beliefs, thoughts, behaviors, and practices. Originality/value This study suggests that transformational professional learning can occur in a wide range of life arenas. It recommends that the definition of professional learning be broadened, that teachers and schools think more expansively and flexibly about what it is that transforms educators, and about who drives and chooses this learning. Schools and systems can work from their own contexts to design and slowly iterate models of professional learning, from the bottom up and the middle out.
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Smeets, Wim, and Tessa Morice-Calkhoven. "From Ministry Towards Spiritual Competence. Changing Perspectives in Spiritual Care in the Netherlands." Journal of Empirical Theology 27, no. 1 (June 6, 2014): 103–29. http://dx.doi.org/10.1163/15709256-12341291.
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In the ‘crisis of ministry’ alternatives are considered to a worldview-based spiritual positioning of spiritual caregivers. One of the concepts in this discussion is that of spiritual competence. We addressed the question: what are the attitudes of spiritual caregivers (and their educators) towards ministry and spiritual competence? In terms of the volume the question is: to what extent does a specific denominational concept such as ministry still relate to religion as it is lived in contemporary society, more specifically in healthcare systems? Ministry we defined as worldview representation in public and semi-public settings. There is a tension between representation and communication of religion, or, between authorisation and competence in the role of the minister. Quantitative empirical research clarified that spiritual caregivers regard the ministry positively. But they doubt their representation task, and have a multiple worldview orientation towards communication. Spiritual competence can be situated on the level of the person, professional practice, professional identity and legitimation. This analysis can be related to, e.g. the competence profile of medical specialists and praxis-oriented models of spiritual care. Semi-structured interviews with educators of spiritual caregivers put forward a balance in personal and professional spirituality, the role of reflexivity and some basic —, core — and heuristic competencies. Spiritual competence is at the core of the identity of spiritual care. Further research should reveal the extent to which this concept is an umbrella term, an alternative or even a substitute for ministry, conceptually and organisationally.
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Vermeyden, Anne Elizabeth, and Eid Mohamed. "Making Canada Home: Snapshots of Syrian and Iraqi Newcomer Cultural Production in the Waterloo Region, 2016-2019." Refuge: Canada's Journal on Refugees 36, no. 1 (April 25, 2020): 30–39. http://dx.doi.org/10.25071/1920-7336.40588.
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Since the beginning of the Syrian Crisis in 2011, millions of refugees from Syria and Iraq have been displaced. Over 25,000 Syrian newcomers settled in Canada between 2015 and 2016.1 The Region of Waterloo, home to a population of approximately 535,000 by 2016,2 was where about 2,000 of these newcomers settled.3 This article argues that these newcomers have used arts and culture to navigate the difficulties of settlement and acculturation. Evidence from newspaper articles, interviews, and participant observation indicates that refugees from Syria and Iraq in this region have utilized dance and theatre to develop community that retains cultural connections and identity linked with Syria and the greater Levantine region. Professional and community arts initiatives spearheaded by refugees showcase how culture and identity are caught up in continuous circulations of culture that are geographically situated in the Canadian context. For Syrian and Iraqi refugees in the Waterloo Region, acculturation, nostalgia, and assimilation are complex and powerful sites of community.
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Perrott, Tamika. "Beyond ‘Token’ Firefighters: Exploring Women's Experiences of Gender and Identity at Work." Sociological Research Online 21, no. 1 (February 2016): 51–64. http://dx.doi.org/10.5153/sro.3832.
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Despite the increasing percentage of women entering masculinized workplaces, certain organizations consistently see little change in the gender makeup of their staff. Contemporary scholarship suggests that women in rigidly gendered organizations are often assigned a token status and are victimized due to their gender. This study relocates the conversations of women as tokens towards a fresh conversation of women's agency in masculinized workplaces. This paper uses ten qualitative interviews and ethnographic fieldwork to discuss how female firefighters navigate their gender at work. This article draws on reflexive accounts of everyday gendered negotiations to look at how the female firefighters ‘do gender’ within a specific fire service in Australia. I argue that emergency services, such as firefighting, create a contradictory field where women are located in (1) a paradoxical environment where the ‘female body’ is problematized (2) a work environment where they have to repeatedly prove their cultural competence in order to confirm their professional identity. The findings suggest that while female firefighters do have agency, tokenism locates many of them in a ‘never quite there’ bind that challenges their ability to progress into leadership roles within the service. This article concludes that the nuanced difference between, and at times, within the women's narratives problematizes the bounds of personal agency and cultural change. This consequently results in resistance to policies by some women that may benefit like-situated women, such as affirmative action.
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Alves, Margarida, Paula Queirós, and Paula Batista. "O valor formativo das comunidades de prática na construção da identidade profissional." Revista Portuguesa de Educação 30, no. 2 (December 7, 2017): 159. http://dx.doi.org/10.21814/rpe.12275.
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A formação de professores tem experienciado alterações substantivas no que diz respeito à sua concetualização e organização. Atendendo ao facto de a aprendizagem ser situada social e culturalmente, este texto de reflexão concetual procurou reequacionar o valor formativo das Comunidades de Prática para a construção da identidade profissional de futuros professores em contexto de estágio, bem como identificar os constrangimentos que pode encerrar. Da reflexão sobreveio o potencial das Comunidades de Prática no processo de construção da identidade profissional dos estagiários, que aqui encontram um espaço de partilha e de reflexão que lhes permite construir e reconstruir conceções, pelo assumir gradual de papéis potencialmente emancipatórios. Já as limitações incorrem das relações estabelecidas no seio das Comunidades de Prática quando estas se estruturam com base numa hierarquia excessiva e unidirecional.Palavras-chave: Comunidade de Prática; Identidade profissional; Estágio; Estudantes estagiários ABSTRACTTeacher training has experienced substantive changes with respect to its composition and organization. Given that learning is socially and culturally situated, this conceptual reflection text aimed to re-evaluate the formative value of the Communities of Practice in the construction of the professional identity of future teachers within practicum, as well as recognize the constraints that Communities of Practice may entail. From the reflection, it can be emphasised the potential of the Communities of Practice in the process of building the professional identity of the preservice teachers, since they find a space of sharing and reflection that allows them to construct and reconstruct conceptions, by gradually taking on potentially emancipatory roles. Limitations, on the other hand, lie in the relations established within the Communities of Practice when they are structured on the basis of an excessive and unidirectional hierarchy.Keywords: Community of Practice; Professional identity; Practicum; Preservice teachers
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Slaughter, Yvette, Julie Choi, David Nunan, Hayley Black, Rebecca Grimaud, and Hân Trinh. "The affordances and limitations of collaborative research in the TESOL classroom." TESOL in Context 29, no. 2 (December 31, 2020): 35–61. http://dx.doi.org/10.21153/tesol2020vol29no2art1433.
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The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy.
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Rovio-Johansson, Airi. "Experiences of practice-based learning in phenomenographic perspective." Journal of Workplace Learning 30, no. 1 (February 12, 2018): 48–64. http://dx.doi.org/10.1108/jwl-03-2016-0017.
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Purpose The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach The paper introduces the cooperation project between Tibro Training Centre and Furniture Technology Centre Trust and its workshop context organized as practice-based learning. Participants’ learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggests that three phenomenographic hierarchical categories constitute the learning process: getting a recognized professional identity; perceiving new elements and expanding knowledge and seeing new aspects of design work and new steps of development in profession. Findings Cooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants’ meaning making and understanding of the learning object were expressed in cooperation as doings and sayings, as translation and as situated activities in a community of practice. Accordingly, it contributed to participants’ professional development in spite of their different professional educations and professional experiences. Practical implications More studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market. Originality/value The results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.
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Arráiz-Pérez, Ana, Fernando Sabirón-Sierra, and Magdalena Suárez-Ortega. "Personas Emprendedoras: Vidas Ejemplares y Claves Educativas para la Reorientación de la Carrera." Qualitative Research in Education 9, no. 2 (June 28, 2020): 217. http://dx.doi.org/10.17583/qre.2020.5395.
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In a neoliberal and globalized society, which shares sustained employment crises, and other successes such as Covid-19, with diverse impact on people's lives, entrepreneurship becomes a possible and worthwhile option to stay active and obtain resources to do sustainable life. This article allows shedding light on the development of the entrepreneurial career, through a biographical-narrative study with twelve informants. The interview is used to promote a process of chained inquiry with a triple purpose: a) to understand the meaning of entrepreneurial trajectories from subjective interpretation; b) deepen the processes of transition to entrepreneurship; at the same time, c) an educational approach to the construction of the identity (or identities) of enterprising people is of interest. The results show characteristics of the vital traces (educational, professional and personal) and keys to the shaping of entrepreneurial processes. While entrepreneurship is an intrinsic phenomenon in the processes of constructing one's identity, this approach reveals ways of learning that are linked to "situated learning" and "contextualized action". Conclusions are raised for discussion, laying out clues for an entrepreneurial education in times of complexity and crisis.
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Huffling, Lacey D., and Heather C. Scott. "Using Critical Environmental Agency to Engage Teachers in Local Watersheds through Water Quality Citizen Science." Water 13, no. 2 (January 16, 2021): 205. http://dx.doi.org/10.3390/w13020205.
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This qualitative study explores teachers’ critical environmental agency (CEA) through deepening content knowledge, engaging in identity development, developing a critical consciousness of place, and moving toward civic action. We explored the meanings secondary science teachers made of an on-going professional development (PD) situated in the Okefenokee Swamp (unique ecosystem that drains to Gulf of Mexico and Atlantic Ocean) and focused on local watershed citizen science monitoring and the global implications of all water being connected. Data analyses focused on how the nineteen teachers’ experiences and meanings were leveraged to develop CEA and the constraints that restricted their CEA development. Our findings broaden the understanding of how teachers, who teach historically underrepresented youth in low socioeconomic rural areas, come to see themselves as people who care about the environment and become empowered to envision a more sustainable future for their students and communities.
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Aparicio, Miriam, and Ana Maria Costa Silva. "Careers, Identities and Professionalization. a Study on Doctors about Their Social Representations Related to the Labor Market Today and its Foreseeable Future." European Journal of Interdisciplinary Studies 1, no. 3 (December 30, 2015): 64. http://dx.doi.org/10.26417/ejis.v1i3.p64-68.
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This study is in line with the analyses of university and working career in their interaction in relation with conditioning factors. It comprises two central issues: the issue of identity bound to the issue of professionalization within the domain of training and employment. Nowadays, professionalization of the individuals, inside a troubled occupational world, demands the implementation of mechanisms favoring the development of both the individuals and the institution in which they work. All this has an impact at the local, regional and even national levels. Three levels of analysis interplay from a sui generis perspective: macro-meso-micro-macro (Aparicio, 2005; 2007a; 2007b, 2013a, 2014, 2015 b, d – See the Three- Dimensional Spiral of Sense Theory). The aim was to be aware of the doctors’ representations regarding the value of such degree under the present “degree devaluation”, and its impact on the professional future as well as on the core issues of the labor market which need urgent measures with a view to a belter interaction between the two systems. The methodology used was quanti-qualitative (semi-structured questionnaires, interviews, and hierarchical evocations). The population consisted of doctors (2005-2012) from the National University of Cuyo, in Argentina. The results helped us understand the nucleus of such representations and the peripheral aspects by career and institution, thus revealing professional and disciplinary identities. The professional identities show the situated needs in terms of professionalization within the different contexts and, particularly, within the labor market.
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Aparicio, Miriam, and Ana Maria Costa Silva. "Careers, Identities and Professionalization. a Study on Doctors about Their Social Representations Related to the Labor Market Today and its Foreseeable Future." European Journal of Interdisciplinary Studies 3, no. 1 (December 30, 2015): 64. http://dx.doi.org/10.26417/ejis.v3i1.p64-68.
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This study is in line with the analyses of university and working career in their interaction in relation with conditioning factors. It comprises two central issues: the issue of identity bound to the issue of professionalization within the domain of training and employment. Nowadays, professionalization of the individuals, inside a troubled occupational world, demands the implementation of mechanisms favoring the development of both the individuals and the institution in which they work. All this has an impact at the local, regional and even national levels. Three levels of analysis interplay from a sui generis perspective: macro-meso-micro-macro (Aparicio, 2005; 2007a; 2007b, 2013a, 2014, 2015 b, d – See the Three- Dimensional Spiral of Sense Theory). The aim was to be aware of the doctors’ representations regarding the value of such degree under the present “degree devaluation”, and its impact on the professional future as well as on the core issues of the labor market which need urgent measures with a view to a belter interaction between the two systems. The methodology used was quanti-qualitative (semi-structured questionnaires, interviews, and hierarchical evocations). The population consisted of doctors (2005-2012) from the National University of Cuyo, in Argentina. The results helped us understand the nucleus of such representations and the peripheral aspects by career and institution, thus revealing professional and disciplinary identities. The professional identities show the situated needs in terms of professionalization within the different contexts and, particularly, within the labor market.
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Richardson, Fran, and Linda Jones. "From Policy to Practice: Reflections on working across cultural borders in tertiary education." South Pacific Journal of Psychology 15 (2004): 54–61. http://dx.doi.org/10.1017/s025754340000016x.
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AbstractThis paper describes the processes and challenges presented when Pākehā lecturers supervised a research project undertaken by Māori and Pacific nursing students in a New Zealand Bachelor of Nursing programme. It reflects on the reality of translating institutional policies from paper to practice and is situated in the framework of the Treaty of Waitangi and cultural safety. Cultural safety is a nursing concept that focuses on power in health-care relationships. People involved in the project experienced degrees of vulnerability in different cultural contexts, in terms of cultural identity, personal, professional and cultural values and beliefs, nursing and psychology knowledge and academic and institutional policies and practices. Culture is used in a broad sense and not confined to ethnicity. Various issues encountered during the project are identified, and examples of difficult experiences discussed. The paper concludes that working across broad cultural borders requires working with the complexities of multiple realities and discourses.
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O’Connor, Louise. "How social workers understand and use their emotions in practice: A thematic synthesis literature review." Qualitative Social Work 19, no. 4 (April 23, 2019): 645–62. http://dx.doi.org/10.1177/1473325019843991.
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Emotions are intrinsic to social work. Social workers engage with people at points of crisis or need. The emotions of both practitioners and the people they interact with are central to the lived experience of practice. This paper presents a thematic synthesis of empirical studies which illuminate how social workers understand and use their emotions in practice. A search of electronic databases and reference harvesting located 28 papers which were screened against inclusion criteria and appraisal tools. Four analytic themes were identified: emotions as a dynamic relational resource; patterns of organisational and professional relationships; ambivalence, dissonance and distance and the place of emotions in professionalism and identity. Patterns and themes were found in diverse settings. This review brings together a small but valuable knowledge base. Findings suggest that emotions constitute a paradox for social work and are potentially a constructive resource. The paper concludes with suggestions for further research into the situated emotions of social work practice.
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Geymonat, Giulia Garofalo, and P. G. Macioti. "Ambivalent Professionalisation and Autonomy in Workers’ Collective Projects: The Cases of Sex Worker Peer Educators in Germany and Sexual Assistants in Switzerland." Sociological Research Online 21, no. 4 (November 2016): 201–14. http://dx.doi.org/10.5153/sro.4146.
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Drawing on participant methodologies this article examines two cases of workers’ self-organised projects oriented to improving the quality of sex work and to ‘professionalisation’. The first case is a group of sexual assistants for people with disabilities, who have organised meetings and training for sexual assistants in a medium-sized city in Switzerland. The second is a group of peer sex worker educators offering workshops to people who sell sex in various industry sectors in a large German city. We argue that these activist interventions may represent a resource for identifying crucial aspects of work-quality and professionalisation in sex work and for making sense of some apparent contradictions of sex workers’ organising. Indeed, through ongoing conversations and recommendations about working practices and ethics, our participants develop situated views of what is better sex work and they originally engage with key conceptual areas, such as consent, autonomy, standardisation, income and professional identity. They do so by comparing a variety of experiences in sex industries, as well as discussing similarities with other jobs such as body work, care work, and psychotherapy.
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Burton, Kelley. "Teaching and Assessing Problem Solving: An Example of an Incremental Approach to Using IRAC in Legal Education." Journal of University Teaching and Learning Practice 13, no. 5 (December 1, 2016): 106–24. http://dx.doi.org/10.53761/1.13.5.9.
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Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council’s Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are ‘expected to know, understand and be able to do as a result of learning’ (Kift et al., 2010, p. 9). The assessment of legal reasoning, and thus problem solving, should receive greater attention in legal education discourse (James, 2011, p. 15, James, 2012, p. 88). The dominant approach for problem-based questions in the discipline of law over the last 40 years is IRAC (issue, rule, application and conclusion). The acronym IRAC is not offensive and potentially instils a positive professional legal identity and is a student-centred approach to problem solving. This journal article documents an incremental approach to IRAC in law where first year students answer a problembased law question using a grid format before preparing a barrister’s advice.
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Schedlitzki, Doris. "Developing apprentice leaders through critical reflection." Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 237–47. http://dx.doi.org/10.1108/heswbl-09-2018-0095.
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Purpose The purpose of this paper is to explore opportunities for delivering sustainable leadership education through critical reflection embedded in the framework of higher and degree apprenticeships. Design/methodology/approach This paper contributes to leadership development research that focusses on “leader becoming” as an ongoing process of situated learning (in the classroom and everyday work life). The approach to leadership development adopted in this paper proposes that sustainable leadership practices and decision making are developed when leadership learning is firmly embedded in work-based practices and critical self-reflection. Findings The discussion of critical reflection methods focusses on utilising the learning portfolio as a core aspect of all leadership and management apprenticeships to embed sustainable and reflective practice and facilitate situated leadership learning. The paper explores the role of training providers in actively connecting higher and degree apprenticeships to embed this model of leadership development and seeing leadership as a lifelong apprenticeship. It also highlights the potential for resistance by managers and senior leaders in seeing themselves as apprentices rather than accomplished leaders. By paying attention to issues of language and identity in this discussion, it will surface practical implications for the delivery of sustainable leadership education through the framework of apprenticeships. Originality/value This paper adds to the theoretical and practical understanding of sustainable leadership education by exploring opportunities for re-framing leadership development as a lifelong apprenticeship focussed on personal and professional development. Recognising the resistance that often exists to reflective practice within leadership development contexts, this paper further explores ways of dealing with such resistance.
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Van De Mieroop, Dorien, Giovanni Bevilacqua, and Lotte Van Hove. "Negotiating discursive norms." Interpreting. International Journal of Research and Practice in Interpreting 14, no. 1 (April 6, 2012): 23–54. http://dx.doi.org/10.1075/intp.14.1.02mie.
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In spite of the theoretically clearly defined task of an interpreter to translate only what was said by the other interlocutors, naturally occurring data taken from interpreted interactions show quite a different picture, as many previous studies have already indicated. The discursive norms to which an interpreter orients in reality are interactionally negotiated, rather than prediscursively determined. This article analyses these norms as interactional accomplishments in interpreted interactions that took place in a Belgian home for the elderly. This is not only a setting in which community interpreting has not been studied so far, but it is also a context that is ideally suited for this research topic, since its discursive institutional norms are not as strictly defined as in many other institutional settings, thus implying room for negotiating discursive norms on a turn-by-turn basis. The results demonstrate significant variation in the way breaches of interpreting norms are dealt with, both by the interpreter and by the professional, with the latter playing a particularly important role in shaping the norms that are observed in the course of the interaction. Finally, the implications of these deviations for the particular ‘activity type’ and the interpreter’s situated identity are discussed.
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Nugent, Alexandra, Nicola Hancock, and Anne Honey. "Developing and Sustaining Recovery-Orientation in Mental Health Practice: Experiences of Occupational Therapists." Occupational Therapy International 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/5190901.
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Background/Aim.Internationally, mental health policy requires clinicians to shift from a medical to a recovery-oriented approach. However, there is a significant lag in the translation of policy into practice. Occupational therapists have been identified as ideally situated to be recovery-oriented yet limited research exploring how they do this exists. This study aimed to explore Australian occupational therapists’ experiences of developing and sustaining recovery-orientation in mental health practice.Methods.Semistructured, in-depth interviews were conducted with twelve occupational therapists working across different mental health service types. Participants identified themselves as being recovery-oriented. Data were analysed using constant comparative analysis.Results.Occupational therapists described recovery-oriented practice as an active, ongoing, and intentional process of seeking out knowledge, finding fit between understandings of recovery-oriented practice and their professional identity, holding hope, and developing confidence through clinical reasoning. Human and systemic aspects of therapists’ workplace environment influenced this process.Conclusions.Being a recovery-oriented occupational therapist requires more than merely accepting a specific framework. It requires commitment and ongoing work to develop and sustain recovery-orientation. Occupational therapists are called to extend current leadership activity beyond their workplace and to advocate for broader systemic change.
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Al-Ameen, Mahdi Nasrullah, Huzeyfe Kocabas, Swapnil Nandy, and Tanjina Tamanna. "“We, three brothers have always known everything of each other”: A Cross-cultural Study of Sharing Digital Devices and Online Accounts." Proceedings on Privacy Enhancing Technologies 2021, no. 4 (July 23, 2021): 203–24. http://dx.doi.org/10.2478/popets-2021-0067.
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Abstract Although many technologies assume that a device or an account would be used by a single user, prior research has found that this assumption may not hold true in everyday life. Most studies conducted to date focused on sharing a device or account with the members in a household. However, there is a dearth in existing literature to understand the contexts of sharing devices and accounts, which may extend to a wide range of personal, social, and professional settings. Further, people’s sharing behavior could be impacted by their social background. To this end, our paper presents a qualitative study with 59 participants from three different countries: Bangladesh, Turkey, and USA, where we investigated the sharing of digital devices (e.g., computer, mobile phone) and online accounts, in particular, financial and identity accounts (e.g., email, social networking) in various contexts, and with different entities - not limited to the members in a household. Our study reveals users’ perceptions of risks while sharing a device or account, and their access control strategies to protect privacy and security. Based on our analysis, we shed light on the interplay between users’ sharing behavior and their demographics, social background, and cultural values. Taken together, our findings have broad implications that advance the PETS community’s situated understanding of sharing devices and accounts.
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Runcieman, Alan James. "Proposal for a ‘translanguaging space’ in interpreting studies." Translation and Translanguaging in Multilingual Contexts 7, no. 2 (July 22, 2021): 133–52. http://dx.doi.org/10.1075/ttmc.00070.run.
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Abstract There is a growing body of academic research that suggests that we are living in an increasingly superdiverse society, where multi-ethnic, multicultural and multilingual peoples cohabit on a daily basis. Superdiversity challenges any nation state’s ideological claim of being representative of only one culture and one language, and indeed, in relation to the latter, highlights the increasing phenomenon of translanguaging, both in the wider world of social interactions and in the classroom. In this context, it is argued here that interpreter training needs to respond to superdiversity and translanguaging, as future interpreters are part of the same social world, and will undoubtedly encounter translanguaging in their future professional life. In superdiverse and translanguaging societies, source and target languages are no longer a one-to-one linguistic and cultural translation, but a far more fluid, dynamic and multiple interchange of repertoires and resources that people access in multi-varied and multi-functional ways. In this increasingly complex scenario, languages are not seen as bounded entities, but rather as fluid and interchangeable in the situated moment, and this, it is argued, needs to be reflected in pedagogy. Moreover, translanguaging (between bi/multilinguals) has been shown to promote greater cognitive development when tackling complex issues and rationalising processes. Also, translanguaging aids social and professional identity work, as interpreter students develop their understandings of the role their future interpreter life can and need to play in their career. Drawing on my own research and the observations made on the present and future needs of interpreting studies, a ‘translanguaging space’ (Li Wei 2011) is proposed for curriculum design in interpreter training.
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Andersson, Per, Mattias Hellgren, and Susanne Köpsén. "Factors Influencing the Value of CPD Activities Among VET Teachers." International Journal for Research in Vocational Education and Training 5, no. 2 (August 30, 2018): 140–64. http://dx.doi.org/10.13152/ijrvet.5.2.4.
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Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupation, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students' vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts -- teaching skills, and knowledge of the teaching subjects based in the teachers' initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typically include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities. The research question was: what factors can explain the variation in perceived values created by participation in different CPD activities among VET teachers? The study was conducted as a survey of 886 Swedish VET teachers. Focus was put on the values created through different types of activity, values for the teachers' vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.Findings: Dispositional drivers, the teacher's sex, and regular performance of the activity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educational background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities.Conclusions: The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students' vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher.
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Zhang, Shaoan, Chengcheng Li, Mark Carroll, and P. G. Schrader. "Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students." International Journal of Doctoral Studies 15 (2020): 393–414. http://dx.doi.org/10.28945/4598.
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Aim/Purpose: Most programs are designed with full-time doctoral students’ characteristics and needs in mind; few programs consider the unique needs of part-time doctoral students, including time restrictions, experiences during the program, identity development, and different professional aspirations. The purpose of this study was to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development, and how technology may serve as a communication and organization tool for individual and program support. Background: Built on the application of communities of practice, information and communication technology, and situated learning theory, this study sought to evaluate the potential differences among full-time and part-time doctoral students associated with their scholarly development in a traditional doctoral program at a large research-intensive university. Methodology: This study used independent samples t-test to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development. Data were collected from 98 doctoral students via a survey. This study also employed two hypothetical cases that described the issues and solutions related to the program pursuant to scholarly development, which further illustrated the quantitative results and provided more meaningful discussions and suggestions. Contribution: This study provided insights into part-time doctoral students’ scholarly development and provided suggestions for designing doctoral programs and differentiated mentoring for both full-time and part-time doctoral students. Further, additional multifaceted mentoring approaches including peer mentoring and e-mentoring were evaluated. Findings: Significant differences were found in four aspects of doctoral students’ scholarly development: the opportunities to do research related to grants with faculty, support for scholarly work in addition to advisor’s support, involvement in the teaching/supervision activities, and goals for scholarly development. Recommendations for Practitioners: Program designers, faculty, and especially mentors should appreciate the differences between part-time and full-time doctoral students. Potential program redesigns should include judicious applications of technology as essential components to address limited accessibility and opportunities for part-time students. An Individual Development Plan (IDP) should be used to mentor doctoral students to enhance the effectiveness of mentoring regarding academic goals, actions, and related roles and responsibilities. Recommendation for Researchers: Future research can further evaluate and develop the instrument to better measure more domains of doctoral students’ scholarly development. Additionally, qualitative methods may be used to further provide the emic description of the process of part-time students’ engagement with the program, mentors, and peers. Impact on Society: With consideration of the unique needs of part-time students and the application of technology-based learning community, opportunities are provided for mentors and doctoral students to engage in scholarship and develop a sense of belonging to their doctoral program. Future Research: Future research can examine the differences between male and female doctoral students, different race groups, and disciplines.
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Vélez Rendón, Gloria. "Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 7. http://dx.doi.org/10.14483/22487085.179.
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The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and Rand, Ch., 1996; Weber Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.
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Manjula, N., and N. Thilagavathy. "Evaluative Study of Human Resource Management Issues and Library Professionals Performance in Academic Libraries." Asian Journal of Information Science and Technology 8, no. 2 (August 5, 2018): 40–43. http://dx.doi.org/10.51983/ajist-2018.8.2.182.
Full textAbstract:
The objective is to identify the HR issues of academic libraries, evaluation of performance and satisfaction level of LIS professionals. This study discussed about human resource management issues in academic libraries situated in old mamallapuram road (IT Highway), Chennai arts, science and Engineering institution by survey method, questionnaire tool used. 75 % of LIS professional expected thatgood remuneration or supportive management from HRM in academic institutions. Almost (90 %) all the library professionals expects motivation in publication in journals/conference/seminar/workshop by their respective college management. Library professionals involved in all the academic performance indicators like publication, continuing education programmes, organization of seminar/workshop, funded projects, and implementing new technologies like barcode, RFID, digital library in their institution. HR services in academic institutions motivate the professionals for their best performance in their department Academic performance of library professionals keenly watched by HRM and found that librarians and assistant librarians are score better performance than lower grade. 60% of the LIS professionals satisfied with all HR services provided by the academic institutions.
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Nolan, David. "Journalism and Professional Education: A Contradiction in Terms?" Media International Australia 126, no. 1 (February 2008): 14–26. http://dx.doi.org/10.1177/1329878x0812600104.
Full textAbstract:
This article revisits a set of long-standing debates to suggest how the role of universities in providing a ‘professional education’ in journalism might be (re)considered. Existing arguments over journalism education identify a need to move beyond the limiting frame of a presumed ‘industry–academic dichotomy’ to develop a more critical approach to professional education. While supporting this direction, this article draws on work suggesting that a more careful consideration of both the concept of professionalism and its implications for stakeholders is required. It argues that, by approaching professionalism as a discursive and socially valorised basis of identity rather than simply a series of ‘traits’, a more analytical perspective on how universities are both subject to and implicated in processes of ‘professionalisation’ is gained. These processes situate universities as both major stakeholders in, and an increasingly important influence on, emergent formations of journalistic professionalism.