This dissertation examined the assumptions and motivations that shape teachers’ participation in a service-learning practice and community of practice and how their participation affects their professional practice and identity. Framed by Santoro’s (2013) model of teacher integrity, defined as an educators’ ability to teach in alignment with their commitments, it presents an understanding of challenges to participants’ integrity, and how they mitigate those challenges. Heuristically, this project can be understood as the study of two components conducted using an ethnographic perspective over the course of 16 months: (1) the study of the community of practice and (2) the study of how its characteristics manifest in practice. It involved 100 hours of participant observation, 31 interviews, and the collection of artifact data. Data promote service-learning as a vital pedagogy by shedding light on its potential to sustain urban educators whose integrity is challenged by discourses, policies, and practices that emphasize competition and social efficiency rather than more holistic understandings of education as a civic and social good. Findings show how and why urban educators’ professional and personal commitments are intertwined with beliefs about social justice and democracy. Because of their work with student populations underprivileged and marginalized by systemic situations, meeting students’ social and emotional needs, honoring student voice, and teaching citizenship skills were important to participants. Conditions in their urban schools— a lack of curricular autonomy; insufficient time and resources to meet students’ needs; and deficient support systems— challenged participants commitments. As a result, participants were pushed to participate in service-learning and a service-learning community of practice. In addition, several characteristics of the community of practice pulled participants to participate: a framework for integrating quality service-learning into school- or school district-mandated curriculum; pedagogical and emotional supports specifically needed by urban teachers; and recognition that countered discouragingly negative perceptions of urban teachers. These resources and supports helped urban teachers’ fulfill their professional and personal commitments, validated their work, and sustained them in the profession. / Urban Education

Over the last two decades, the Opioid Epidemic has caused immense harm to communities nationwide. Over 400,000 fatal opioid overdoses occurred in the United States between 1999 and 2017 (CDC, 2019). Professional counselors are among the front-line treatment providers addressing substance use, including Opioid Use Disorders. Professional counselors have a unique professional identity that is built upon humanistic values, a commitment to social justice, and client empowerment. These values align closely with contemporary approaches to substance use treatment, including harm reduction strategies. Harm reduction is an approach to substance use treatment that involves mitigating risks and improving the quality of life of individuals, regardless of their willingness or ability to stop using substances. There are several harm reduction strategies that reduce the risk of fatal opioid overdose or secondary harms of opioid use specifically, including medication-assisted treatment and the distribution of naloxone for overdose reversal. This study examined the acceptability of harm reduction strategies for Opioid Use Disorder among addiction treatment professionals, with a focus on professional counselors. In addition to measuring the level of acceptance of harm reduction for Opioid Use Disorder among professional counselors, counselors were also compared to other professionals who treat substance use. Predictors of acceptability of harm reduction for Opioid Use Disorder were examined based on overlapping components of professional counseling identity and harm reduction philosophy among professional counselors as well. The results of this study provided a baseline for the level of harm reduction acceptance among counselors who treat substance use. Counselors did not have higher levels of harm reduction acceptance for OUD compared to social workers with advanced degrees or bachelor's level substance use treatment providers. Social justice attitudes and empathy were statistically significant predictors of acceptance among counselors. This research indicates that these two factors are key components of counselor identity that explain harm reduction acceptance. The findings of this study highlight a need for more research about harm reduction acceptance for OUD among counselors, including further examination of provider factors that influence acceptance and examination of a broader array of professionals. This research contributed to the understanding of how professional counselors perceive novel approaches for addressing Opioid Epidemic. / Doctor of Philosophy / The Opioid Epidemic is a public health crisis that has led to hundreds of thousands of overdose deaths over the last two decades. Counselors are among the treatment professionals addressing substance use in the United States, including responding to the Opioid Epidemic. Harm reduction is a unique approach to substance use treatment that focuses on keeping people who use substances alive and healthy, regardless of their ability or intent to stop using substances. The current study sought to explore the perceptions of harm reduction strategies for people who use opioids among counselors, including comparing their attitudes to other professionals and exploring the impact of their professional identity. Counselors were not found to be more accepting of harm reduction than other professionals who treat substance use and social justice and empathy were key aspects of counselor professional identity that predicted accepting attitudes towards harm reduction. More research is needed to understand how counselor identity affects harm reduction perceptions.

Teacher as a professional role tends to become oversimplified to a leader who works with teaching the uppcoming generations. As a result teaching is seen as the dominant assignment within the teaching profession and the several demands that the teachers face fall into the shadows. The aim of this study is therefore to illustrate the complexity that exists within the teacher profession by focusing on teacher identities. To explore the aim a combination of ethnographic and interview methods has been used. Three teachers were the subjects of observations and interviews. The empirical data from the observations was analysed with a microsociological approach through Goffman's drama metaphor (2009).  The interview data was analysed within a narrative perspective with the help of Georgakopoulou & Bambergs (2008) positioning model. The results of the study show that teachers use several roles within their teacher identity and that they vary depending on the social room they are a part of. Sometimes the role represents a leader in the classroom and other times as a part of a specific group. Within this shift exists a form of discrepancy in the teacher identity. In other words, who the teacher aspires to be versus what the situation demands of the teacher. The level of discrepancy is dependent on the relationship the teacher has with a student group as well as the internal and external demands. To be a teacher is therefore a complex profession where the teacher has to balance several demands and expectations between each other. / Lärare tenderar ofta att förenklas till att vara ledare som arbetar med att undervisa den nya generationen medborgare. Genom detta är professionen ofta tagen för givet att endast handla om lärande. Även om lärarprofessionens allra mest centrala arbetsuppgift är att lära ut kunskap i klassrummet, så finns det flertalet andra krav som lärare behöver ta hänsyn till. Syftet med detta arbete är att illustrera den komplexitet som finns inom professionen genom att fokusera på läraridentiteter. För att undersöka syftet och besvara frågeställningarna användes kombinerade metoder av observationer och semistrukturerade intervjuer. Tre lärare observerades och intervjuades. Det empiriska materialet från observationerna analyserades utifrån ett mikrosociologiskt perspektiv med hjälp av Goffmans (2009) dramaturgiska metafor, medan det narrativa perspektivet i form av Georgakopoulou & Bambergs (2008) positioneringsmodell låg till grund för empirin från intervjuerna. Resultatet visar att lärarprofessionen är definierad av flertalet roller som ryms inom en läraridentitet och som skiftar mellan de sociala rum lärare framträder i. Rollerna kan skifta mellan att vara av ledande karaktär till en mer stödjande karaktär som en del av en gemenskap i exempelvis elevhälsan. I samband med detta skifte finns det även en diskrepans i hur lärare uppfattar sig själva och vad situationen skapar för förväntningar på dem. Nivån av denna diskrepans är beroende av den relation som läraren har med elevgruppen samt de interna och externa kraven som ställs på läraren. Att vara lärare är därmed en komplex profession inom vilket läraren måste balansera olika intressen mellan varandra.

Background: For the last decade, the Swedish audit industry has experienced a turnover problem as there is a steady decline in authorized auditors. Furthermore, studies shows that more than half of the entry-level auditors leave the profession within the first three years of employment.  Purpose: The purpose of this thesis is to examine the impact professional identity and organizational identity has on job satisfaction among entry-level auditors. In addition to that, to investigate the impact job satisfaction has on job performance.  Methodology: This study adopts a positivistic perspective of research philosophy and employs a deductive approach, using a quantitative method. A survey was distributed to Swedish entry-level auditors who have worked within the profession for a maximum of three years. The collected data were analyzed through a Pearson Correlation matrix and multiple regression analysis. Findings: When studying the combined effect of organizational identity and professional identity on job satisfaction, the findings show that organizational identity has a positive impact on job satisfaction while professional identity do not. Furthermore, the findings show that job satisfaction has a positive impact on job performance.

Submitted by Julyette Priscila Redling (jredling@gmail.com) on 2018-07-16T19:56:25Z No. of bitstreams: 1 TESE VERSÃO DEFESA (FINAL) (01-05-2018) pós defesa - revisão gramatical.pdf: 1619292 bytes, checksum: 334ecc7a05b59176484c6f844a4dd12c (MD5) / Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-07-17T13:36:13Z (GMT) No. of bitstreams: 1 redling_jp_dr_bauru.pdf: 1619292 bytes, checksum: 334ecc7a05b59176484c6f844a4dd12c (MD5) / Made available in DSpace on 2018-07-17T13:36:13Z (GMT). No. of bitstreams: 1 redling_jp_dr_bauru.pdf: 1619292 bytes, checksum: 334ecc7a05b59176484c6f844a4dd12c (MD5) Previous issue date: 2018-05-29 / No âmbito dos estudos realizados com professores, a crise de Identidade Profissional é um problema atual que tem suscitado investigações em diversos países. No Brasil, temos assistido, nos últimos anos, mudanças em todos os âmbitos (político, social, econômico) que afetam a sociedade em geral e o sistema educativo em particular. Dessa forma, buscamos investigar nesse trabalho, as influências das configurações contemporâneas da educação na Identidade Profissional dos professores de matemática da Educação Básica. Para tanto, realizou-se uma pesquisa qualitativa, mediante estudo do caso, sob a seguinte questão: De que maneira as configurações atuais da educação, relacionadas às profundas mudanças no contexto das escolas públicas estaduais paulistas, têm contribuído para uma nova identificação do papel do professor de matemática em sala de aula, que possa desencadear um processo de crise de Identidade Profissional? A coleta de dados foi realizada por meio de questionários e o material analisado na perspectiva da análise de conteúdo, à luz dos pressupostos teóricos tomados como referência. A partir da pesquisa, foi possível compreender que as mudanças atuais da educação afetam muitos professores, inclusive os professores de matemática, os quais admitem várias implicações negativas sobre a profissão docente. Diante disso, esta pesquisa também investiga na perspectiva desses sujeitos, quais os fatores que estão na base da crise de Identidade Profissional, contribuindo para a compreensão deste fenômeno que pode conduzir a uma reconstituição da Identidade Profissional dos professores de matemática. Como resultado percebemos que as configurações contemporâneas da educação decorrentes dessas mudanças, bem como as novas exigências da sociedade, transferiram para a escola funções que outrora eram assumidas por outras instâncias, tais como a família, exigindo novas funções e isso tem desestabilizado o exercício profissional dos docentes. Além disso, os professores têm deparado-se cada vez mais com a falta de condições de trabalho adequadas e com a deterioração do status profissional, já que todas as exigências que lhes são impostas não se fazem acompanhar de melhorias na profissão. Em consequência, os professores emergem numa profunda crise de Identidade Profissional, conduzindo estes profissionais da educação a sentimentos de resistência às mudanças, à desmoralização e de desistência. / Within the framework of the studies related to teachers, the Professional Identity Crisis has been a current issue which has elicited researches in several countries. In Brazil, some changes in political, social and economic sphere have been seen lately in recent years and these such changes flaw the society, in general, specially the Education System. Therefore, this assignment aims to investigate the influences of the contemporary configuration of education in the Professional Identity of Mathematics teacher of Basic Education System. For this purpose, a qualitative research was made by means of research into studying of the issue according to an important question: “How has the current configuration of education related to the significant changes in Paulistas Public Schools contributed to a new identification to the role of Mathematics teachers inside their classrooms, so that it is possible to trigger a crisis process to a Professional Identity? Data were collected through questionnaire and the material was analyzed in the view of analyzing the subject based on the theories used as reference. Studying the research, it was possible to understand how the current changes of education may affect several professions, including the Mathematics teachers who admit a large number of negative implications for the mentioned profession. Accordingly, this research can also investigate, in these ones `view however, what the factors on the base of the Professional Identity Crisis have been contributing to an understanding of this phenomenon which can conduct forward reconstruction of Professional Identity to Mathematics teachers. As a result, contemporary configurations of education from these changes can be seen as well as the new society demands, transferred some functions to school which once were assumed to others, for instance family, demanding new functions and this fact has destabilized the role of teachers. Besides, the teachers have been encountering increasingly a lack of suitable working conditions and with the deterioration the professional status since all imposed demands may not be accompanied by professional improvements. As a result, teachers go through a deep crisis of Professional Identity leading these professionals to a sense of resistance to changes and demoralization, thus they withdrawal their occupation.

Bakgrund:  Psykiatrisjuksköterskors yrkesidentitet upplevs som komplex och otydlig då den baseras både på sjuksköterskans egna värderingar om sig själv och sin yrkesroll samt på yttre förväntningar. Tidigare studier har visat att yrkesmässig handledning har betydelse för sjuksköterskors upplevelser av arbetstillfredsställelse. Forskningen är dock bristande gällande handledningens inverkan på psykiatrisjuksköterskors yrkesidentitet.  Syfte: Syftet med studien var att beskriva psykiatrisjuksköterskors upplevelser av yrkesmässig handledning och dess betydelse för deras yrkesidentitet inom psykiatrisk heldygnsvård.               Metod: Studien genomfördes med en kvalitativ design där åtta psykiatrisjuksköterskor intervjuades med semistrukturerade intervjuer. Resultatet analyserades genom kvalitativ innehållsanalys med induktiv ansats.                     Resultat: Resultatet presenteras genom följande tre huvudkategorier och sorteras utifrån Imogene King´s systemteori: Att formas som psykiatrisjuksköterska – personligt system, Att sträva mot samma mål – interpersonellt system samt Handledningens betydelse för sjuksköterskeprofessionen – socialt system.  Diskussion: Resultatet diskuteras utifrån Imogene King´s systemteori samt relevant vetenskaplig forskning. / Background: The professional identity of psychiatric nurses is perceived as complex and obscure as it is based both on the nurse´s own values of herself and her professional role as well as on external expectations. Previous studies have shown that clinical supervision is significant for nurses´ experiences of work satisfaction. However, the research is insufficient concerning the impact of clinical supervision on the professional identities of psychiatric nurses.                      Aim: The aim of the study was to describe psychiatric nurses´ experiences of clinical supervision and it´s significance for their professional identity within psychiatric inpatient care units.                    Method: The study was carried out with a qualitative design where eight psychiatric nurses were interviewed through semi-structured interviews. The results were analyzed through qualitative content analysis with an inductive approach.                 Results: The results are presented through the following three main categories and are sorted according to Imogene King´s theory of systems: To be formed as a psychiatric nurse – personal system, To aim for the same goal – interpersonal system and The significance of clinical supervision for the profession of nurses – social system. Discussions: The results are discussed according to Imogene King´s theory of systems as well as relevant scientific research.

This thesis presents a qualitative study of the role of devices in the technological innovation phenomena of two venture medical equipment companies located in the Midlands, UK. The inquiry takes an empirical and non-foundational approach based on post-ANT and process philosophy. In particular, the thesis employs the theoretical lenses of both ANT and post-ANT concepts, Deleuze’s and Guattari’s machinic thought and Michel Serres’ parasitic philosophy. The data for this thesis comes from a fieldwork study lasting around one year. The methodology is mainly based on interviews and observations of engineers, technicians and managers working in venture companies. The central argument of this thesis shows that the venture organizing process of technological innovation is the product of discursive and non-discursive elements that act in several forms, keeping the venture company working but crucially reorganizing it. The present thesis offers a conceptualization of the device as a parasite-selector that reorganizes the venture company’s work activities and brings novelty to their operation. Equally, the mediational power of diagrams - which presents constitutional indifference - participates in the definition and production of the engineers’, managers’ and technicians’ professional identities. The thesis shows how the ideas regarding innovation in use at Med Dialysis and Med Diabetes bring forth the necessity of a life that embraces the uncertainty and ambiguity of the market. As a consequence, engineers and technicians build their professional identities by embracing the uncertainty of the venture company. This thesis names this process ‘engineering the engineer’. This is a process that leads to the emergence of a professional identity that this thesis tentatively calls the ‘venture engineer’.

The purpose of this dissertation study was to explore the professional preparation of students in online classes at a Christian theological seminary. Concerns of theological education involve the capacity or incapacity of community development and somatic or embodied learning in online education. Using a theoretical framework drawn from communities of practice (Wenger, 1998), professional clergical preparation (Foster, Dahill, Golemon, & Tolentino, 2005), and Gee’s (2000-2001) dimensions of identity development, the researcher focused the analyses on students’ written texts located in the discussion board fora of the online courses. These records were examined for indications of formation of the professional identity of the developing clergy, interpretation skills necessary for the clergy, performance development for activities entailed in the profession, and contextualization proficiencies for the situated enactment of the local church ministry essential in the practice of the professional clergy. The study concludes that students’ discussions evince dimensions of the development of professional identity and pastoral imagination as described in Foster, Dahill, Golemon, & Tolentino (2005). In addition, stories shared on the discussion fora, told both by the instructors and the classmates who had a range of experience in first careers or in pastoral ministry, built a shared repertoire of professional practice as inherent in a Community of Practice (Wenger,1998). The dissertation study confirms if and then identifies how graduate students in online ministerial preparation use discursive and interactive participation to identify with the professional Community of Practice of the clergy The structures of the discussion board fora, the roles of the instructor, and implications for instructional designs that may support the development of pastoral professional identity are also included. Findings demonstrated that less structured discussion prompts as well as more frequent postings stimulated more student-student interaction that built relationships. Courses that focused more on student-content interactions had less relationship building. A non-evaluative facilitation tone of the discussion fora generated a more collaborative environment. In classes that utilized a learn-by-doing approach, collaborative student discursive activity in the discussion fora supported and enhanced learning. Creative discursive activities such as case studies and role plays provided simulated experiences and spurred narrative development of shared repertoire.

This thesis examines the image of the journalist that is based on a particular text corpus - on articles collected in newspaper clipping archive of Czechoslovak Ministry of Foreign Affairs during the period of "the first Czechoslovak republic." The method of this paper is inspired by Stanley Fish's concept of interpretive communities - in this case the interpretive community consists of the authors of the articles mentioned above. As they design the image of their own profession, it becomes a tool for understanding journalist's identity - it defines what is appropriate and what is not. The self-portrait of journalist does not only include a paragon of virtue that is to be followed but also a set of attributes, which journalists find typical for themselves: interestingly the main attributes do not seem to change much over time and in different newspapers. Therefore, the thesis focuses on common and shared traits of this self-portrait, illustrated by particular examples from the articles. The most important traits are for instance the consciousness of journalist's power and need for responsibility, but also journalist's attitude to truth, independence, time and society. Powered by TCPDF (www.tcpdf.org)

Digitaliseringen ses som en av samhällets starkaste pågående förändringar och dess följder påverkar branscher och yrken i stor utsträckning. Redovisningsbranschen har stått och står fortfarande inför stora förändringar som en följd av teknikens utveckling och som redovisningsekonom gäller det att anpassa sig för att kunna överleva på marknaden. Redovisningsekonomers arbete har tidigare bestått av mycket administrativa och monotona arbetsuppgifter, vilket är sådana uppgifter som tekniken kan och har tagit över. Därför har redovisningsekonomerna fått börja utföra andra uppgifter, såsom exempelvis rådgivning och analys av siffror. Dessa nya arbetsuppgifter kräver nya kompetenser för alla redovisningsekonomer. Syftet med studien är att undersöka hur och i vilken utsträckning redovisningsekonomers yrkesidentitet påverkas av digitaliseringen. Vi har valt en kvalitativ metod av studien och har genomfört nio semistrukturerade intervjuer med redovisningsekonomer från olika företag. Studiens slutsats är att digitaliseringen påverkar redovisningsekonomernas yrkesidentitet i stor utsträckning och att den kan komma att förändras helt i framtiden. Det har gjorts många studier på hur digitaliseringen påverkar arbetssätt och arbetsuppgifter. Dock finns det få studier som beskriver vad detta faktiskt innebär för yrkesroller och identitet. / Digitalization is seen as one of society’s strongest ongoing changes and its consequences affect industries and professions to a large extent. The accounting industry has been and is still facing major changes as a result of technological development and as an accountant it is important to adapt to be able to survive on the market. The accountants work has previously consisted of much administrative and monotonous tasks, which are such tasks that technology can and has taken over. Therefore the accountants have begun to perform other tasks, for example advisory and analytics. These new tasks requires new competences for all accountants. The purpose of this study is to investigate how and to what extent accountants professional identity is affected by digitalization. We have chosen a qualitative method for the study and conducted nine semi-structured interviews with accountants from different companies. The study’s conclusion is that digitalization affects the accountants professional identity to a large extent and that it may change completely in the future. There have been many studies on how digitalization affects working method and tasks. However, there are few studies that describe what this actually means for professions and professional identity. This paper is written in Swedish.