PURPOSE Professional Identity Formation (PIF) has become a core concept in various professional education fields as it emphasizes professionals’ dispositions as well as abilities. This study provides an overview of PIF and explores the characteristics of professional education programs that highlight PIF. Through this overview, the purpose of this study is to propose the ‘Professional Identity Matrix for Physical Education Teacher (PIMPET)’, which helps identify PE teachers’ Professional Identity (PI).METHODS This study suggests a guideline to understand PE teachers' PI based on the analysis of the current literature on PI and PIF.RESULTS The characteristics of PIF-based professional education programs were described according to three criteria: teaching content, method, and assessment. On the PIMPET framework, the components of PI formed by PE teachers can be categorized into nine domains which encompass the three identity dimensions (competence, knowledge, and disposition) and the three task areas (teaching, student, and administration).CONCLUSIONS The PIMPET framework allows for a comprehensive understanding of PE teachers’ PI and provides implications for the professionalism of PE teachers and PE teacher education.
The purpose of this study was to examine moral judgements by clinical nurses, school nurses, and community nurses and to analyze the factors which influenced their moral judgements. Study data were collected from Aug 13, 1999 to Oct 23, 1999. Study subjects were 150 clinical nurses working in general hospitals, 150 school nurses, and 160 community nurses. A structured questionnaire was used for data collection. Moral judgement can be classified as ideal or real. This study founds that woiicing area, working field, and autonomy were significantly related to nurses moral judgement. The working area was related to both ideal and real moral judgement. The working period was significantly related to ideal moral judgement. The moral judgement scores of nurses who have worked more than 10 years were higher than for nurses who had worked for less than 10 years. For autonomy variables, real moral judgement score were higher when autonomy was higher. Among demographic variables, age, education level, and locus of health control were related to moral judgement. From this study the followings are suggested : First, in-service education for nurses who have more than 10 years of work experience needs to be done. Second, after the in-service education for these nurses, the nurses moral judgement needs to be evaluated to ensure effectiveness. Third, environments which increase nurses autonomy needs to be established in nursing practice to lessen ethical dilemmas. Also strategies to increase nurses' autonomy need to be developed.
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