Professional Identity in Analysis: A Systematic Review of the Literature

Abstract

Abstract:The present study is a systematic review of literature, with the objective to map the typology of conceptual studies about professional identity, as well as the used conceptual fields and the evidence therefrom resulting. The research was made within the electronic databases ISI web of Knowledge, EBSCO (Academic Search Complete, ERIC and Sport Discus) and B-On, between 2002 and 2011. The research equation was "Professional Identity" AND "Review", in the fields 'abstract', 'topic' and 'title' having been integrated 22 articles. The content analysis was the technique used, with the following categories defined a priori: i) typology studies; (ii) conceptual framework around the professional identity; iii) indications for future researches about teacher's identity. The results showed a marked increase of publications in 2011, in large professional areas (teachers and nurses) and in two main stages of development (the learning and professional process), as well as a strong conceptual positioning of authors in the perspective of symbolic interactionism and in post-modernity. It was also clear that the concept of professional identity fits simultaneously in individual (personal and social) and collective dimensions. Indeed, it involves the individual, his/her relationship with the other in a given context and his/her sense of belonging to a group. Regarding the proposals for future investigations, the researches with a qualitative nature (ethnographic and longitudinal) in work places prevails, with emphasis on the observation of dynamics established in communities of practice and its speeches (public and private), in a combination of micro and macro analysis.

Processos Formativos E Identidades Docentes De Professores/as De Ciências E De Biologia: O Que Dizem Os Anais Do Congresso Nacional De Formação De Professores

“…Constituímos o Congresso Nacional de Formação de Professores/CNFP integrado ao Congresso Estadual Paulista sobre Formação de Educadores/CEPFE como corpus dessa pesquisa por se tratar de um evento com grande abrangência promovido pela Pró-reitoria de Graduação da Universidade Estadual Paulista "Julio de Mesquita Filho" -UNESP, que apesar de IV edições nesse formato, até o ano de 2018, reúne pesquisadores/as, professores/as e estudantes da área de formação de professores e políticas educacionais de todo o país. Obtivemos acesso via internet a 02 anais publicados, sendo: II (2014) e III (2017).…”

Impacto del modelo español de dirección escolar en la identidad profesional los líderes escolares

“…A su vez, apoyándonos en las revisiones de la literatura sobre el proceso de formación de la identidad (Cardoso, Batista & Graça, 2014), dichas cuestiones dan lugar a afirmar que la identidad profesional docente puede ser conceptualizada como resultado de la interacción entre las experiencias personales (dimensión de trayectoria biográfica) de los profesores y el entorno social, cultural e institucional donde ejercen sus funciones cotidianamente.…”

Understanding teachers through their life journey, their ambitions and their practices

“…Teachers' identity, their practices and their professional development have been investigated through different perspectives (Beijaard et al 2004;Cardoso et al 2014). Research has focused on teacher education (Beauchamp and Thomas 2009) and teachers' prior experiences (Beijaard 1995), their emotions (Nias 1996;Reio 2005) and job satisfaction.…”