Professional identity has shown to affect the manner in which people conduct themselves at their places of work, how people feel about their work, and how successful they are in their execution of it. Little research has yet been done on the professional identity of psychologists and, as such, this study aimed to construct a measure and explore the dimensions of psychologists’ professional identity. After an online recruitment process, 306 psychologists filled out an online survey and an exploratory factor analysis was employed to examine the data. Seven dimensions were found: 1) Humanistic Values, 2) Directiveness and External Focus, 3) Professional Confidence, 4) Connectedness to the Profession, 5) Neutrality, 6) Primacy of Intuition, and 7) Professional Development. The data was further examined in a cluster analysis and five clusters were found, differing in degree of identification with different theoretical orientations, age, and most common areas of work throughout one’s career.

In this study, the researcher sought to understand why teachers of Physical Sciences participate in the South African 'Eskom Expo for Young Scientists'. This was analysed in terms of the educational significance that they perceive the science fair to offer, what sustains their participation over a long period of time, and the extent to which Expo participation provides an opportunity for professional development. The educational significance of the Expo was established in terms of its contribution to the Professional Identity of teachers, and was related to the roles (organiser, mentor and judge) of participation in science fairs. The sampling employed in the study was both purposive and convenience-based in nature. Only schools participating regularly (at least five times in the past ten years) in the long running (since 1980) of the 'Expo for Young Scientists' (Northern Gauteng Region) were selected. Five urban public high schools and ten teachers of the school subject "Physical Sciences" were identified to participate in this study. Face-to-face semi-structured interviews were conducted with two teachers from each school in this QUAL-quan research approach. The interview transcripts were subjected to a thematic analysis, where after the points raised by the teachers were clustered into categories and related to sub-themes and themes according to the educational significance for teachers, the benefits and drawbacks for learners, teachers' Professional Identity, and reasons for sustained participation. Many researchers regard science fairs as one of the better ways to enhance science education. Globally, science fairs have been taking place for more than 30 years and are thought to have educational value for both science teachers and learners. These science fairs provide a context for the development and application of scientific investigation and research skills. This research employed the model of Beijaard, Meijer and Verloop (2004) to characterise teachers' Professional Identity (professional knowledge, attitudes, beliefs, norms and values, and emotions). The researcher also employed Ajzen's (1991) Theory of Planned Behaviour to understand why teachers take part and sustain their involvement in the Expo, be it at school or regional level. The major focus was thus on the benefits for teachers as perceived by them, with some contextualisation of the educational benefits and potential drawbacks for learners, while the literature to date has largely reported on the benefits for learners. This study has found that expos provide sustainable educational significance in terms of professional development for teachers, and enhance aspects of their Professional Identity, such as contributing to pedagogical knowledge, pedagogical content knowledge, as well as scientific procedural and declarative or factual knowledge. Their self-efficacy beliefs are strengthened, positive attitudes are developed, and strategies of inquiry based learning and effective methodological instructions in science education, which contributes to their teaching. Learners gain knowledge of science through reading and investigations, and also learn more of the nature of science. Teachers' values (and those of their schools) are reflected when their emotions are lifted in sharing learners' achievements in the science Expo. Teachers learn both from their engagement with learners, but also through networking opportunities with fellow teachers. The consequent enhancement of Professional Identity contributes to the sustainability of their participation in the Expo. Although this research focused on teachers of Physical Sciences, learners in the Expo are guided on projects ranging from biology and environmental sciences, engineering and design, information technology to psychology, and various social sciences beyond the physical sciences. The teachers who guide the subjects related to these fields possibly have similar experiences, thus extending investigations to such teachers would surely provide a richer set of insights. Teachers who do not sustain their participation did not form part of the research, but their experiences and perceptions were included to further enrich the nature of the findings. It is recommended that the opportunity for professional development that is provided by teachers' participation in such school level investigation science fairs be acknowledged and promoted by schools and fair organisers. They can do this by continuing to extend the range of teachers who are encouraged to be involved in such science fairs. / Dissertation (MEd)--University of Pretoria, 2016. / Humanities Education / MEd / Unrestricted

Utilising a qualitative methodology approach and a case study research design this study set out to explore the influence of ‘own teachers’ on beginner teacher professional identities. The research design borrowed from the idea of a palimpsest, (Diamond & Mullen, 1999). Data comprised a mix of semi-structured interviews, field notes and a researcher journal. Ten participants, representative of four different racial groups in South Africa were included. Data was analysed by means of the thematic content analysis method. This study contributed to the body of knowledge on beginner teachers’ professional identity on two levels. The first level pertains to the methodological contribution of this study in terms of the interrelatedness with which particular methodological constructs were applied. The second level of contribution involves four novel theoretical findings that came to the fore in this study. First, findings showed how participants (beginner teachers) connected with fictional characters from various types of media and substitute those characters as role models in the place of ‘real’ own teachers or teacher-like figures. Second, participants drew on positive experiences with own teachers that guided them through the navigation of several socio-political challenges stemming from the Apartheids era. Third, positive own teachers served as beacons of hope, strength and resilience. Examples of past teachers unfolded as the driving force behind attitudes displayed by participants, of embracing diversity and sensitivity towards differences between themselves, their learners and colleagues. Fourth, positive own teachers served as beacons of hope, strength and resilience. The fifth, and most complex finding, illustrated the ways in which participants constructed their emerging professional identities around what they perceived as the qualities of the ‘ideal’ teacher. ‘Levels of cautiousness’ surfaced as key to the professional identity of beginner teachers in terms of the influence of their own teachers. It was found that beginner teachers approached their professional identity on a continuum of ‘caution’ with regard to certain aspects including reflection, classroom discipline, the influence of own teachers as well as the awareness of the role of own teachers. This study showed a close link between participants’ self-knowledge, perceptions of their personalities, their inherent communicative traits and their progress on this ‘continuum of caution’. / Thesis (PhD)--University of Pretoria, 2016. / Humanities Education / PhD / Unrestricted

Research purpose: This study aimed to explore the professional identity construction of accountants from previously disadvantaged groups. The study considered the significance of context and the influence of whiteness and racial micro-aggressions on individual identity construction. Motivation for this study: Little is known about the struggle that people from previously disadvantaged groups in South Africa have to go through to negotiate their professional identities. This study provided a platform for these individuals to share their journey in becoming a professional accountant and understanding the impact of context on their professional identity construction. Research design, approach and method: The study followed a qualitative design, and a multiple case study method was used. Semi-structured interviews were conducted through a narrative lens to explore the individual stories of the participants’ experiences. Non-probability purposive sampling was used. The sample consisted of five black professional accountants from previously disadvantaged groups. Data analysis took the form of individual case narratives followed by a thematic analysis across cases. Main findings: The history of apartheid is still present in South African organisations today in the form of racial micro-aggression and whiteness which create barriers to the professional identity construction of people from previously disadvantaged groups. It was found that the following contexts influence identity construction: political, legislative, socio-economic, educational, organisational, professional, family and cultural contexts. Practical Implications: Legislation such as BBEEE, AA and the EEA are in place to support the transformation agenda of South African organisations. However, in this study it became clear that legislation does not achieve its intended impact. If organisations do not start supporting professionals of colour, it will have a major impact on their skills and career development as well as on talent retention within organisations. Value/Study contribution: The results could become a valuable resource for educational institutions, professional bodies and managers within organisations to enable them to eliminate the barriers of whiteness and micro-aggression and to support people from previously disadvantaged groups to construct positive professional identities. / Dissertation (MCom)--University of Pretoria, 2019. / Human Resource Management / MCom / Unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / Background: Recent literature on professional identity formation (PIF) conceptualizes the developmental process into stage theories that remove critical context. This study employed a longitudinal approach to PIF that explored the processes through which professional identity is formed in second (MS2) and third (MS3) year medical students and how their perceptions of professionalism transformed and influenced their PIF. Methods: Nine medical students (n=9) from Indiana University School of Medicine completed this study spanning MS2 and MS3. Participants completed three semi-structured interviews and submitted 10 audio diaries at two-month intervals between interviews. Participants also completed the Professionalism Assessment Tool (PAT) at the beginning of MS2 (PAT1) and end of MS3 (PAT2). Interviews and audio diaries were analyzed using the constant comparative approach and a Wilcoxon signed-rank test was used to determine significant differences between mean domain scores of PAT1 and PAT2. Results: This study found several processes of PIF within five themes: Exploring Self in Medicine, Connecting to Image of Medicine, Embodying Role, Internalizing Values, and Exploring Specialty Choice. Processes of participating in patient care and selecting a specialty have the most profound impact on PIF and resulted in medical students feeling like members of the medical community. Analyses revealed participants’ perceptions of professionalism became more complex with clinical experiences and their perceptions of their ability to enact those behaviors transformed across the study period. Furthermore, the participants’ perceptions of professionalism set the foundation for the values they desired to demonstrate as part of their professional identities. Conclusions: This study presents a cohesive picture of how PIF occurs across MS2 and MS3 and how professionalism influences this important developmental process. These results indicate PIF is best cultivated within a medical curriculum where students are able to utilize processes to foster its development. Since professionalism serves as an important foundation to professional identity and a comprehensive understanding is needed for medical students to appreciate a physician’s role in society, the curriculum must be structured in a way to promote a complex, reflective understanding of professionalism that is based on values, actions, and who one wants to be as a physician.

This qualitative study inquired into the ways university-based teacher educators who taught in elementary grades had come to understand and describe their professional identity within the context of higher education. Additionally, the study explored their personal motives in becoming a teacher educator and the challenges and received support as they transitioned into higher education. Further, it investigated how their previous teaching experiences and identity were relevant to their new roles and identity as university-based teacher educators, and how they have come to understand their beliefs about teaching and learning within the context of higher education. This study followed a qualitative, narrative research design which explored the beginning experiences of four teacher educators who contributed data through standardized open-ended interviews and focused journal entries. As the respondents transitioned from their K-12 experiences into doctoral studies and teaching at the university, they were impacted by opportunities, challenges, support, and a shifting identity, the major themes of this study. The respondents used their teaching experiences, teaching philosophy, and aspects of their K-12 pedagogical practices to navigate their new roles and responsibilities as teacher educator. The results of the study’s analysis demonstrated the importance of providing more explicit training and mentoring for new university-based teacher educators in order to gain a deeper understanding of their roles and responsibilities in higher education. With that added layer of support, they would have more opportunity to acclimate and develop professionally within the university context.

This dissertation presents research that addresses the question of how professional development influences inservice teachers' professional identity. In three journal articles, specific inquiries address research questions drawn from this broader conversation. In article one, we answered the question of what unifying characteristics democratic educators exhibit in their pedagogies and methods. By conducting an integrative literature review, we find that those who indicate that they are democratic educators used four major pedagogical categories including inquiry methods, artistic methods, oral methods, and student-centered methods. In the second article, we addressed the question of how professional development influences teachers' professional civic identities. In an analysis of a qualitative descriptive survey, we found five major representative identity themes: innovative classroom practice, empathetic learning environments, relationships of trust, voices of confidence, and social connectedness. In the last article, we addressed the question of how affective identity may impact teacher practice. This qualitative exploratory study identified six potential intersections of affective outcomes and practice including gratitude and enhancing partnerships, empathy and building relationships, curiosity and focusing on improvements, excitement, and changes in classroom practice, hope and stronger advocacy, and passion and understanding diversity. By studying the lived experiences of teachers in a specific professional development program this dissertation captures aspects of inservice teachers' growth that can serve to influence the continued development of theory and research on professional identity growth and professional development programs.

This collection of essays views, critiques, and analyzes the many relationships between Generation-X and librarianship. Its essays and articles explicate the “Gen-X experience” from a librarian perspective, or, the “librarian experience” from a Gen-X perspective, or, on what makes Gen-X librarians unique among other generations of librarians. It identifies what Gen-X librarians have contributed to the field, and what they have changed about the profession. The anthology covers themes of media representations and misrepresentations, work and leadership styles, management, digitization and technology, globalization, and cultural shifts. This collection presents new and compelling information about this often overlooked demographic.

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Medical Assistance in Dying (MAiD) became legally accessible to Canadians in 2016, bringing with it significant changes to the Canadian health care landscape. With legalization of MAiD, physicians, nurses and allied health care workers had to consider their own systems of values, beliefs and their professional identity and decide whether or not they would be able to contribute to this practice or participate actively in this new medical procedure. I argue that health care professionals who participate in this practice create a professional identity that is intrinsically bound to the ethics and practice of MAiD, thus making it permissible for them to support and participate in the procedure actively. Moreover, I argue that this system of morals and beliefs has been accrued by these health care professionals across experiences and time that contribute to their capacity to participate in MAiD. Hamilton Health Sciences (HHS) was the locus for this research. HHS encompasses a network of five hospitals in the Hamilton, Ontario area. Each hospital region in Ontario has a unique staff and values, and HHS is no exception. HHS houses the Assisted Dying Resource and Assessment Service (ADRAS) group, a team of uniquely skilled MAiD providers, assessors and health professionals who service the HHS patient community. It is this group that is at the center of this research. Through interviews with members of ADRAS, I determined that values of altruism, belief in self-determination and deep respect for patients and families are central to the individual and collective identities of this group. In light of this ethical stance, members of ADRAS have crafted complex professional identities both individually and as a collective that enable them to participate in MAiD in a complete and meaningful way. / Thesis / Master of Arts (MA)