The development of a nurse identity is known to be a gradual process which takes place by students through social interaction in both academic and clinical settings. It is a crucial element in retaining students within the nursing profession and enabling them to perform the nurse role competently and effectively. Constructing a nurse identity is a complex and individual process, but, it is recognised that it will contain universal traits such as caring and compassion. Failure to absorb a nurse identity by students is not well documented, but, it is thought to contribute towards the number of recruits who leave the profession prior to or on qualifying. This phenomenological study examines the ways in which student nurses construct and adopt a nurse identity whilst studying for the theoretical component of their nursing course. The lived experience of both traditional, classroom based student nurses and those studying by electronic learning (e-learning) is explored through in-depth interviews and participant observations. Elearning is being introduced into nurse education in place of traditional methods of teaching and the research examines the impact of this mode of learning on professional socialisation to the identity of a nurse. The study gathered data from in-depth interviews with six student nurses studying by traditional methods and, also, from six student nurses studying by e-learning; all students were in the third year of a Diploma in Nursing (Adult Branch) course (comparisons were made between the findings from the two groups of students, in order to discover if nurse identities and the ways in which these are formulated differ between traditional students and those studying by e-learning). Findings from the data disclosed similarities and differences between the two groups of students, however, definitive conclusions as to the effects of e-learning on the construction and adoption of nurse identities could not be made. The findings did disclose strengths and weaknesses in both types of education, and the overall conclusion was that e-learning could be a success in student nurse education only if it is introduced with sufficient funding and on a solid foundation of research and development, by nurse educators who are knowledgeable in this style of pedagogy.

The study explored the learning experiences of first-year resident physicians during the first year of graduate medical education. The experiences of four intern physicians in the first year of residency training at an urban academic health system provided the site for the research. An exploratory case study research design was employed to examine the learning experiences of these new physicians. A qualitative approach was used to analyze data from interviews and ethnographic observations. The findings of this research study provide evidence surrounding how and what these physician trainees learned regarding professionalism during the first year of residency training. The findings indicate these first-year resident physicians experienced significant learning related to professionalism through incidental learning in the clinical environment, particularly from role models and the hidden curriculum. The interns learned both positive and negative professional behaviors from attending physicians. The findings illustrate the increases and decreases of confidence due to the development of clinical skills, increase in responsibilities, and increase in autonomy experienced by all four participants across the first year of residency training. Additionally, the findings highlight the important role of critical incidents, particularly memorable patient encounters, as potentially transformative learning experiences for these interns. Finally, the findings enumerate the pervasive influence of the hidden curriculum of graduate medical education on what these new physicians learned about professionalism, particularly the unprofessional social norms transmitted through attending physicians and others within the context of clinical learning. The findings of the research study support the conclusions that a) incidental learning experiences during the first year of residency education directly influenced how and what these new physicians learned regarding professionalism; b) these intern physicians experienced non-transformative learning during the first year of residency, but critical reflection and critical self-reflection after critical incidents did hold the potential to result in learning that was transformative; and c) the ubiquitous nature of the hidden curriculum significantly impacted what these first-year residents learned about professionalism. These conclusions contribute to the literature related to the development of professionalism in the new physician and the power of the hidden curriculum in medical education to influence professional identity development. Implications for medical educators and recommendations for future research are also identified.

Diploma thesis Professional Identity of the School Psychologist, shows a profession of a school psychologist through the demands that are set before this profession, relationships in which the school psychologist is and a role in which he/she is engaged. The text is divided into a theoretical part, which contains information from the literature on the topic, part of the methodology, which shows the reader how to obtain research data and a practical part, which presents results of analysis of interviews with the school psychologists. In the first part we learn about issues of professional identity mainly from the perspective of social psychology. The text describes theoretically, on the basis of Czech and foreign literature, the profession of the school psychologist since its inception in foreign countries to the current forms. The theoretical part describes activities that characterize the profession of the school psychologist. Based on the work of several authors we specify the roles of the school psychologist. In the theoretical part we arise from the knowledge of professional identity of the school psychologist. Defining the profession of the school psychologist in the theoretical part provides basic understanding of the research chapters. The practical part is based on interpretation of...

All bona fide professions have affiliated professional organizations, ethical standards or a code of ethics, and an accrediting and sanctioning body that deals with preparation, credentialing, and licensure, and pride in one's profession (Gale & Austin, 2003; Remley & Herlihy, 2010). As school counseling continues to evolve, school counselors have struggled to define and maintain their role. This may be due, in part, to the social desirability an individual has to belong to dominant group in the school setting (Tajfel, 1986). School counselors may draw esteem from their professional membership. This concept, called collective self-esteem, denotes those aspects of identity that are related to membership in social groups and the respective value that one places on one's membership (Luhtanen & Crocker, 1992). The purpose of this study was to examine the relationship between collective self-esteem and professional identity. The findings of this study indicated that collective self-esteem was relatively stable and remained moderately high across several demographic variables related to professional identity. Collective self-esteem remained relatively consistent across level of practice, professional background, years of total experience and years of experience at the current school, and area of practice. Further, collective self-esteem remained moderately high for those who were affiliated with a counseling organization and those who were not. Results also suggested that collective self-esteem is constant regardless of variations in credentialing, chosen code of ethics, role definition (educator first or counselor first), and professional pride. Results indicated that collective self-esteem remained moderately high across several demographic areas and variables related to professional identity. Further, a significant positive correlation was found between pride in the profession and collective self-esteem was shown. Additionally, a small, significant negative correlation was garnered between those participants who viewed themselves as a counselor first and held an LPC or equivalent. Further, a significant relationship was found between those participants who defined their role as a counselor first and chose the NBCC Code of Ethics as their primary code of ethics and those participants who held the counselor first position and chose the ASCA Ethical Code as their primary code of ethics.

Despite the vast array of research evidence supporting supervision as a necessary component of the professional identity development of counselors, many counselors in training do not receive adequate supervision (Cashwell & Dooley, 2001). The school counseling profession has continued to struggle with the development of a widely recognized and consistent professional identity (Herlihy, Gray, & McCollum, 2002). Although there are many supervision models provided in the counseling literature (Bernard & Goodyear, 2008), there are not any consistently agreed-upon supervision models specific to the training of school counselors. The purpose of this research was to evaluate school counselors’ perceptions of their preparedness, professional identity, and perceived supervisor effectiveness related to specialization-specific supervision (SSS). School counselors from ASCA’s southern region were asked to respond to the Specialization-Specific Supervision Questionnaire (SSSQ). The findings of this study demonstrated that school counselors who received specialization-specific supervision felt better prepared to begin an entry-level school counseling position, had a stronger sense of their professional identity, and expressed feeling more positive regarding their perceptions of supervisor effectiveness than school counselors who did not receive specialization-specific supervision. These results support the conclusions of previous research, which indicated that supervision serves the following purposes: varies from discipline to discipline (Campbell, 2000); is a vital component of school counselor training (Bernard & Goodyear, 2008); is a conduit for professional identity development (Dollarhide & Miller, 2006); and is a contributing factor to the overall supervisory experience (Lazovsky & Shimon, 2005).

[pt] A escola no meio rural é um tema periférico no meio acadêmico educacional brasileiro. Conhecer quem são os professores brasileiros que atuam em contexto rural constitui condição essencial para que se possam efetivar as expectativas ligadas à profissão e à valorização deste trabalhador. A presente investigação se situa no universo das pesquisas sobre o trabalho dos profissionais docentes, sua formação e o exercício do seu ofício. Filia-se aos estudos que privilegiam, por um lado, a importância dos contextos e organizações escolares, e, por outro, o realce da singularidade dos sujeitos. O objetivo foi conhecer os modos de exercício do ofício de professores que lecionam várias disciplinas, em todas as séries, há mais de dez anos, em uma escola pública situada no meio rural fluminense, cujos estudantes têm tido o melhor desempenho regional no Exame Nacional do Ensino Médio (ENEM). O estudo de caso de base etnográfica fez uso de técnicas associadas à etnografia (observação participante, análise de documentos e entrevista biográfica), além de questionário, e procurou compreender quais os sentidos os professores dão àquela escola, qual a imagem que têm de si e de sua profissão, assim como quais os estilos de ensinar desenvolvem. Para a interpretação dos dados, a interlocução foi feita com autores da sociologia e da antropologia, como Dubar, Dubet, Canário, Tardif, Geertz e Roberto DaMatta. O grupo docente parece ter elevada auto-estima, sendo a escola percebida pelo menos por três modos: uma escola-família; um espaço de se ensinar-aprender; e, ainda, o quintal da casa (baseada em categorização de DaMatta, 1997). Os estilos de ensinar variam de acordo com estas representações anteriores tanto sobre a escola como sobre os estudantes. / [en] Rural schooling is a peripheral issue in Brazilian Schools of Education. In order to meet teachers expectations and to value those from schools in the countryside, it is a crucial condition to know what type of professionals they are. The present research is on teachers training and performance. It is part of several studies that, on one hand, emphasize the importance of school context and organization and, on the other hand, emphasize the uniqueness of each research subject. It aims at understanding the procedures of teachers who, for more than ten years, have been teaching different subjects to primary and secondary school students at a public school in Rio de Janeiro agricultural area. These students have had the best regional performance at ENEM - Exame Nacional do Ensino Médio (Brazilian National Exam of Secondary Education). The present ethnographically-based case study made use of ethnographic techniques (participative observation, document analysis and biographic interviews) and questionnaires, so that we could understand teachers` views of the school they work at, the image they have of themselves and of their profession, as well as the type of teaching they develop. The analysis of the data was based on sociologists and anthropologists, such as Dubar, Dubet, Canário, Tardif, Geertz and Roberto DaMatta. The teaching staff we studied seem to have high self-esteem and see their school in at least one of three perspectives: the family-school, the teaching-learning environment and the backyard (based on 1997 DaMattas category). Their different teaching styles vary according to these representations of school and students.

O presente estudo teve como objetivo compreender as perspectivas do enfermeiro professor do ensino técnico de enfermagem, em relação ao seu trabalho, bem como a sua identidade profissional, considerando as variáveis sócio-demográficas e enfatizando a multicontextualização dessa prática. Para isso, esta pesquisa de caráter qualitativo baseou-se em um estudo descritivo exploratório. Elegemos como sujeitos da pesquisa todos os enfermeiros professores do Centro Estadual de Educação Tecnológica Paula Souza, dos 40 municípios do Estado de São Paulo, que lecionam para o curso Técnico de Enfermagem. Para melhor operacionalização, a coleta de dados foi dividida em duas partes. Na primeira, visando traçar o perfil do grupo pesquisado, elaboramos uma entrevista semi-estruturada, obtendo resposta de 213 dos sujeitos da pesquisa, ou seja, de 62,8% do total. Na segunda parte do estudo, encaminhamos quatorze questões abertas relacionadas aos aspectos pedagógicos do ensino técnico de enfermagem para 40 enfermeiros professores, sendo um sujeito de cada Unidade Escolar. Deste questionário, recebemos respostas de 28 sujeitos, o que corresponde a 70% dos pesquisados. Concluímos que o enfermeiro professor é seriamente comprometido com o seu papel, esforçando-se em assumir integralmente a sua função de docente, embora transpareçam algumas lacunas em relação ao preparo pedagógico para conseguir dar conta das constantes mudanças e da evolução tecnológica num mundo globalizado. A sua identidade profissional é singular, e construída continuamente, dependendo de sua história de vida pessoal, bagagem cultural e do empenho em buscar o aprimoramento, tanto como profissional quanto como ser humano. Assim, a transformação identitária do enfermeiro professor ocorre de forma constante, na medida em que procura inovar sua prática no contexto da realidade social. / The aim of this study was to understand the perspectives of the nursing teacher in the technical teaching, considering work and professional identity, taking into account the social-demographical variables and emphasizing the multi-contextualization of this practice. To this end, this qualitative research was based on a descriptive and exploratory study. We have chosen, as subjects of this research, all the nursing teachers in the Paula Souza State Center of Technical Education, from the 40 cities in the state of São Paulo which offer the Nursing technical course. For better operating, the data collecting was divided in two parts. In the first, we have obtained through semi-structured interview 213 responses from the subjects, or 62,8 percent. In the second part of the study, we sent to 40 teachers, one of each School Unit, fourteen open questions related to the pedagogical aspects of the nursing technical teaching. We received 28 responses, which is 70 percent of the researched subjects. We have concluded that the nursing teacher is seriously compromised to his or her role, making every effort to assume integrally the teaching function, despite some blank spaces in the pedagogical basis that would allow the teacher to deal with the constant changes and the technological evolution in the globalized world. The teacher’s professional identity is singular and continually built, depending on his or her personal life story, background knowledge and efforts to be always seeking for improvement as a professional and as a human being. Thus, the nursing teacher’s identity transformation is permanent as he or she tries to innovate in his or her practice in the social reality context.

Este trabalho é um estudo de caso que analisa os processos envolvidos na constituição da identidade profissional de professores de música que lecionam na educação básica. Toma-se a cidade de Itupeva como local do estudo porque a disciplina de música integra a grade curricular de sua rede de ensino e, portanto, seu professores efetivos são licenciados em música. O estudo se desenvolve a partir de pesquisa de campo e entrevistas semiestruturadas com 13 professores de escolas públicas municipais em Itupeva. Inicialmente, discutem-se os conceitos de identidade e identidade profissional com base nas contribuições de Dubar (1997, 2009), Bauman (2005), Ciampa (2001), Tadeu Silva (2014) e Hall (2006, 2014). Em particular, a abordagem da identidade profissional docente fundamenta-se em Maria de Lourdes Ramos da Silva (2007, 2008, 2009), Pimenta (1997), Nóvoa (1991, 2007), Tardif (2002) e Penin (2009). Considerada em seu caráter processual, plural e transitório, a identidade profissional envolve a noção de igualdade e diferença, a trajetória biográfica do sujeito, suas relações no contexto de trabalho, o uso de identificações na reivindicação e atribuição de identidades e a atividade profissional do professor de música. Vista de uma perspectiva processual, ou seja, em constante transformação, a identidade implica também a perspectiva sócio-histórica (BOCK; GONÇALVES; FURTADO, 2001), que norteia este trabalho. Assim, discute-se como a trajetória do ensino de música no Brasil influencia a constituição da identidade do professor de música no contexto atual. Pela análise de conteúdo (BARDIN, 2011), os dados são classificados em três categorias principais: trajetória de vida e formação acadêmica; ações e saberes do professor de música; e contextos de atuação e perspectivas profissionais. Nesses termos, identificaram-se aspectos representativos do processo de constituição identitária dos professores de música, entre eles, o acesso ao ensino de música na infância, a influência do ensino superior na construção de saberes pedagógico-musicais, as relações estabelecidas com a equipe escolar e com os demais professores de música, o modo como definem sua profissão e as práticas pedagógicas desses professores em sala de aula. / The present case study analyzes the processes involved in shaping the professional identity of K-12 music teachers. The city of Itupeva was selected as the study site since music is part of its basic education curriculum and, therefore, all tenured music teachers have an undergraduate degree in music education. The study is based on field research and semi-structured interviews with 13 teachers from Itupeva municipal schools. First, the concepts of identity and professional identity shall be discussed in light of contributions by Dubar (1997, 2009), Bauman (2005), Ciampa (2001), Tadeu Silva (2014), and Hall (2006, 2014). The view on teachers professional identity, in particular, comes from Maria de Lourdes Ramos da Silva (2007, 2008, 2009), Pimenta (1997), Nóvoa (1991, 2007), Tardif (2002), and Penin (2009). Considering its processual, plural and transient nature, a subjects professional identity involves the notion of equality and difference, their life story, relationships in the workplace, the use of identifications in claiming and giving others an identity, as well as their professional activity. From a processual, i.e. ever-changing, perspective, identity also encompasses a social and historical perspective (BOCK; GONÇALVES; FURTADO, 2001), which guides this study. Then, we shall see how the history of music education in Brazil influences the shaping of music teachers identity today. By using content analysis (BARDIN, 2011), the data shall be classified into three major categories: life story and academic background; music teachers actions and knowledge; and professional context and prospects. With that in mind, representative aspects of music teachers process of identity formation shall be identified; among them: access to music classes as a child, the influence of higher education on building their musical and pedagogical framework, relationships established with the school staff in general and more specifically with other music teachers, the way they define their profession, and their pedagogical practices in the classroom.

O trabalhador contemporâneo sofre exigências para alcançar níveis cada vez mais elevados em sua formação e desenvolvimento profissional, segundo o discurso de que isso lhe servirá de garantia para ser bem sucedido. Porém não há mais relação direta entre educação profissional e trabalho, e os compromissos feitos com sua própria carreira parecem ser de curto prazo, tendo implicações inclusive nas formas identitárias do trabalhador. Vive-se sob o reinado das competências, paradigma organizador do mundo do trabalho, que exige do profissional não apenas conhecimentos teóricos e técnicos, definidos como corpo de saberes, mas também a capacidade de mobilizá-los e colocá-los em prática, dependendo da demanda da situação. O objetivo deste estudo é investigar a formação do orientador profissional em termos de qualificação e indicadores de competências, sob as perspectivas de formadores e profissionais da área. Foi utilizado um questionário com questões abertas, com pequenas adaptações na redação para que atendesse aos dois grupos de participantes. A análise dos dados se deu por meio da análise de conteúdo de Bardin, sendo as respostas agrupadas em eixos temáticos e categorias, de acordo com a semelhança entre os conteúdos levantados. Os resultados apontam alguns dos saberes teórico-técnicos e indicadores de competências mais valorizados na formação do orientador profissional, tanto por profissionais quanto por formadores. O eixo temático citado como mais importante na formação deste profissional foi o que se refere a conhecimentos teóricos e técnicos, e o menos citado por ambos os grupos foi o tema que trata das competências relacionais com o cliente. Também foram acessadas as definições de competência por parte dos participantes, sendo que a mais amplamente adotada pelos dois grupos foi a que se refere a ter conhecimentos e habilidades que devem ser mobilizados para realizar uma tarefa (saber-fazer). A partir da literatura levantada para a construção deste estudo e dos resultados obtidos, vai-se além da discussão da formação do orientador, abrindo-se também a discussão sobre as implicações que a lógica das competências pode ter sobre suas formas identitárias enquanto profissional. / The contemporany worker experiences the pressure to reach higher levels for formation and professional development, according to the idea that it will guarantee success. However there\"s no more straight connection between professional education and work, and the compromises assumed for his career seem to be for short term, with implications even at worker\"s identity. One live under competencies\"s paradigm, that organizes the world of work and demands from the professional not only theoretical and technical knowledges, defined as body of knowledges, but also the capacity to mobilize them and put them in practice, depending on what the situation demands. The aim of this study is to investigate the career counselor formation in terms of qualification and competencies indicators, according to trainers and professionals of this area. A questionnaire with open questions was used, with some writing adaptations to attend both groups of participants. Data analysis was made through the content analysis of Bardin, with responses grouped into themes and categories, according to the similarity between the contents collected. Results highlights some of the theoretical and technical knowledges and competencies indicators most valued at career counselor formation, both by professionals and trainers. The theme mentioned as most important at this formation was the one that refers to theoretical and technical knowledges, and the least mentioned by both groups was the one about relational competencies between the guider and his client. Competencies definitions were also accessed from the participants, and the most widely adopted by both groups was having knowledgements and skills that must be mobilized to acomplish a task (know-how). Considering reviewed literature that helped to build this study, and also the obtained results, one goes beyond a discussion about career counselor formation, opening the discussion about what competencies logic can imply to the worker identity, as a professional.

Cette recherche analyse le processus de socialisation des juges de proximité au sein des Tribunaux d'Instance. Les Juridictions de Proximité ont été créées par la réforme de la Justice de 2002. Pour les réformateurs de la justice, cette juridiction incarne la volonté de déjuridiciser la relation entre la justice et les justiciables. La réaction du corps de la magistrature a stigmatisé la figure des « juges-citoyens » qui ont été soupçonnés de ne pas posséder les compétences pour rendre une justice de qualité. Ainsi, l'accès au poste est restreint à des juristes de formation. L'objectif de créer une justice de proximité est aujourd'hui loin d'être concrétisé. Son organisation a produit un phénomène paradoxal où les juges de proximité rendent une justice plus juridicisée que les juges professionnels. Cette thèse cherche à comprendre les conditions sociales de production de ce paradoxe. L'enquête de terrain consiste en des entretiens avec des juges de proximité, juges professionnels et greffiers ; un dense travail d'observation d'audiences judiciaires et un stage dans le tribunal d'Instance de Sète. L'organisation sociale de la justice de proximité est analysée à travers la socialisation des juges au sein des juridictions et l'accomplissement pratique de leur travail. L'intégration des juges de proximité est importante pour comprendre la stigmatisation dont ils sont l'objet et les stratégies employées pour surmonter les difficultés relationnelles. La construction de l'identité est le résultat d'un processus cognitif d'interprétation des attentes des membres des tribunaux par les juges de proximité. Ils surjouent leur rôle en valorisant leurs connaissances juridiques pour retourner le stigmate. A partir d'une analyse ethnométhodologique, les différentes méthodes utilisées par les juges de proximité et par les juges d'Instance sont comparées afin de comprendre comment le travail est accompli en coordination avec les greffiers. La comparaison est étendue au travail accompli avec les justiciables durant les audiences. Les techniques employées sont décrites afin de démontrer la manière dont les juges de proximité focalisent les interactions aux aspects juridiques, contrairement aux juges d'Instance. Comme conclusion, les juges de proximité rendent une justice plus juridicisée, parce qu'ils cherchent à montrer leurs connaissances juridiques pour se socialiser en reléguant au second plan les habiletés pratiques pour accomplir le travail quotidien. La sociologie de la décision judiciaire contribue à comprendre les conditions concrètes et les inquiétudes séculaires qui guident le processus décisionnel. / This research analyzes the socialization process of “juges de proximité” within the courts in France. The small claim courts (“jurisdictions de proximité”) were created by the Justice reformation of 2002 (se foi mais de uma reforma usa o “of”, se foi só uma deixa o “in”). To its reformers, this institution represents the desire of reducing litigiousness in the relationship between Justice and citizens. The reaction of professional judges' corporation stigmatized the image of the“citizen-judges” who were presumed to not have enough competences to render a Justice of quality. Hence, the access to this position was limited to graduated lawyers. The creation of a closeness justice is nowadays far from being achieved. Its organization produced a paradoxal phenomenon in which “juges de proximité” accomplish a more litigious justice than professional judges. This thesis aims to understand the social conditions leading to this paradox. The fieldwork consisted of interviews with “juges de proximité”, professional judges and court clerks; an intense work of observation of judicial hearings and an internship in the Small Court of Sète. The judges' integration is important to understand their stigmatization and the strategies used to overcome relational difficulties. The construction of identity is the result of a cognitive process of interpretation of court members' expectancies by the “juges de proximité”. They overperform their role by showing their legal competences in order to deviate the attention from their stigma. Through an ethnomethodological analysis, different methods employed by “juges de proximité” and professional judges are compared to understand how the work is accomplished in coordination with the court clerks. The comparison is extended to the work accomplished with lay people during judicial hearings. The employed techniques are described to reveal the way in which “juges de proximité” focus interactions in legal features, contrarily to professional judges. In conclusion, “juges de proximité” accomplish a more litigious justice, because they intend to demonstrate their legal knowledge to socialize, by relegating practical skills to accomplish the everyday work in courts. The sociology of judicial decision contribute to understand the concrete conditions and the secular concerns which guide the decision making process.