Forming and Developing Your Professional Identity

Goltz, Heather Honoré; Smith, Matthew Lee

doi:10.1177/1524839914541279

Cited by 23 publications

(21 citation statements)

References 13 publications

(19 reference statements)

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“…Seega on erialast identiteeti oluline vaadelda mitte ainult ühe eriala väärtuste ja kompetentside raamistikus, vaid ka selles, kuidas suhestutakse teiste eriala esindajatega (Nygren & Stigbran, 2014). Niisiis mõistetakse erialast identi teeti pidevalt muutuva, dünaamilise protsessina ehk tegelikkusena, mis areneb individuaalsel ja sotsiaalsel tasandil (Correa, Martinez-Arbelais, & Gutierres, 2014;Marcelo, 2009;Stryker & Burke, 2000) ning mille eelduseks on alati personaalsed ning sotsiaalsed tingimused (Crossley & Vivekananda-Schmid, 2009;Goltz & Smith, 2014). Erialane identiteet väljendub suhtlemisel, tööalase positsiooni ja kogemuste kontekstis (Johnson, Cowin, Wilson, & Young, 2012).…”

Section: Erialane Ja Hübriididentiteetunclassified

“…Erialase arengu kontekstis räägitakse ka hübriididentiteedist (Goltz & Smith, 2014), mis kujuneb kahe või mitme olulise erialase rolli liitumisel üheks tervikuks ning kus rollid omakorda kannavad erinevaid identiteete (Shreeve, 2009;Stryker & Burke, 2000). Nii leitaksegi, et õppejõu rollis olevad praktikud kannavad endas vähemalt kahte identiteeti: õpitud eriala ja sellele lisanduvat õppejõu identiteeti.…”

Section: Erialane Ja Hübriididentiteetunclassified

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Erialane hübriididentiteet praktikute-õppejõudude arusaamades

Reva¹,

Remmik²

2020

EHA

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Kõrgkoolide erialaõppes on kvaliteetse hariduse pakkumisel oluline, et õppetöösse oleksid kaasatud ka erialal töötavad spetsialistid. Mitmes rollis töötamine nõuab praktikutelt-õppejõududelt mitmekesiseid teadmisi ja oskusi, mistõttu kasutatakse kahe eriala – õpitud eriala ning õpetaja – teadmisi ja oskusi. Uuringu eesmärk on analüüsida praktikute-õppejõudude erialast hübriididentiteeti ja sellega seonduvaid tegureid. Uuringus intervjueeriti 18 praktikut-õppejõudu. Andmeid analüüsiti kvalitatiivse sisuanalüüsi meetodil. Tulemused osutasid, et praktikute-õppejõudude arusaamades väljenduv erialane hübriididentiteet on kaldu nn õpitud eriala identiteedi poole, samas õppejõu identiteet on pigem tagaplaanil. Tugev erialasesse kogukonda kuuluvuse tunne ja vähene õppejõudude kogukonda kuuluvus on praktikute-õppejõudude hübriididentiteedi kujunemisel määrava tähtsusega. Summary

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Section: Erialane Ja Hübriididentiteetunclassified

Erialane hübriididentiteet praktikute-õppejõudude arusaamades

Reva¹,

Remmik²

2020

EHA

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“…Essentially, mentorship exists when someone with knowledge and experience (the Mentor) conveys this information to someone (the Mentee) for the purpose of the Mentee's development as a professional (Inzer & Crawford, 2005). The benefits of mentorship are many, and can include: (1) developing and establishing a professional identity (Goltz & Smith, 2014), (2) learning new skills and processes to enhance competency and efficiency (van der Weijdgen, Belder, van Arensbergen, & van den Besselaar, 2015); (3) increasing scholarship and scholastic productivity (Muschallik & Pull, 2016); (4) expanding teams and networks for collaboration; (5) reciprocating knowledge exchanges among professionals; and (6) using what is learned to mentor others.…”

Section: The Value Of Mentorshipmentioning

confidence: 99%

Advancing academic careers through formal professional mentorship: The Research Scholars Mentorship Program (RSMP)

Smith¹,

Reitzel²,

Rath³

et al. 2019

Health Behavior Research

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Mentorship is an essential component of professional development for young and emerging scholars. In partnership with the Kellogg Health Scholars Program, the American Academy of Health Behavior (AAHB) developed the 12-month Research Scholars Mentorship Program (RSMP) as a mechanism to facilitate high-quality mentorship interactions among junior and seasoned investigators within the Academy. This article provides a rationale, history, and description of the RSMP, as well as the collective scholarly achievements of the Cohorts and future directions. To date, 44 Pairs have initiated or completed the program. Products written and submitted by the Pairs during the 12-month mentorship period have included grants (n = 21), peer-reviewed manuscripts (n = 64), and book chapters (n = 2). Additionally, Pairs have collaborated to initiate new studies (n = 10) and develop new courses (n = 1). AAHB's commitment to mentorship and professional development fueled the development of the RSMP to foster inclusive scholarship, expand membership, and promote productivity. The 12-month RSMP is a model for formal mentorship within professional organizations in that it facilitates Mentee-Mentor Pairs to enhance their professional and research trajectories through the execution of processes and development of products.

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“…Beginning with acceptance into medical school, trainees’ professional identities slowly form through experience, role modeling, and the assumption of clinical responsibilities . This transformation from layman to skilled physician requires them to assume the medical profession's accepted roles, responsibilities, values, and ethical standards …”

Section: What Is Professional Identity?mentioning

confidence: 99%

Talking About Professionalism Through the Lens of Professional Identity

Iserson

2018

AEM Education and Training

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Professionalism is one of the Accreditation Council for Graduate Medical Education's (ACGME) Core Competencies, but the breadth of its content often makes this a difficult topic, both in remedial counseling and when presenting the topic to medical trainees and practicing clinicians. Physician professionalism encompasses both clinical competence and the virtues that comprise the physician's social contract. This difficult subject may best be approached tangentially, through the lens of professional identity. Professional identity describes clinicians' affinity for, acculturation into, and identification with the practice of medicine. One method to highlight the benefits that individuals accrue by adopting professionalism's elements is to pose questions that optimize listeners' self-reflection about their lives and aspirations-in essence, their professional identity. Discussing professionalism this way often yields in-depth discussions of how trainees believe their professional identity was formed and will impact their long-term goals. Both in teaching and in counseling, educators can frame their discussions using professionalism and professional identity's overlapping and reinforcing elements to show listeners how to advance their personal and professional goals and avoid the short-and long-term consequences of unprofessional behavior. To engage the audience, educators and supervisors can emphasize how adhering to the elements of professionalism may determine their career opportunities, the professional respect they receive, and their career fulfillment and, ultimately, longevity. In this way, educators can better guide trainees and clinicians to understand their personal reasons for acting professionally, that is, doing the right thing, at the right time, in the right way, and for the right reason.

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Forming and Developing Your Professional Identity

Cited by 23 publications

References 13 publications

Erialane hübriididentiteet praktikute-õppejõudude arusaamades

Erialane hübriididentiteet praktikute-õppejõudude arusaamades

Advancing academic careers through formal professional mentorship: The Research Scholars Mentorship Program (RSMP)

Talking About Professionalism Through the Lens of Professional Identity

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