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This thesis examines how Stockholm-based journalism students perceive journalistic professional identity during their education. The purpose of this thesis is thus to expand the knowledge of how Swedish journalism students give meaning to their future work in an increasingly changeable labor market. To this end, 15 journalism students from the bachelor program in journalism studies at Stockholm University and Södertörn University were interviewed at the beginning of 2023. Using Mark Deuze's theoretical framework of journalism as a professional ideology and Pierre Bourdieu's field theory, specifically about the journalistic field, the thesis reveals that Stockholm-based journalism students support traditional journalistic norms and ideals, such as public service, ethics, objectivity, and immediacy. The students also value traditional forms of capital, such as cultural, social, and symbolic capital, at the beginning of their journalistic careers. However, due to technological innovations, the journalistic field has changed, and the journalism students, therefore, perceive the journalist's role as expanded and more digital than it previously has been. To make it as a journalist today, digital capital is therefore a necessity. Furthermore, the journalism students struggle to make sense of the journalistic field and the expectations directed at them as new journalists since there is a tension between these expectations and how the journalistic field is structured. The thesis also reveals that there are inconsistencies in how Stockholm-based journalism students relate to their future work; these inconsistencies demonstrate the conflict that journalists face between the market and professional freedom. The thesis concludes with a discussion about the future of journalism, and how journalism education plays a crucial part in shaping this future.

The aim of this essay was to investigate how teachers in the preschool class work with literacy. How do they justify the methods used to develop children's literacy abilities? I also wanted to know to what extent teachers enable multimodal approaches within written language practices. My study considers the impact teachers' professional identity has on working methods in the preschool class. I hope this essay will help teachers reflect on their learning approach.I gathered information by interviewing three preschool teachers and one compulsory school teacher for the early years working in three different preschool classes in three different schools. The four interviews were transcribed and put together in an overview. I applied a socio-cultural perspective to the material and approached the problem by looking into differences within preschool-/school traditions from the 1800's to present day education. All teachers practised the phonics based method the Bornholm model to some extent. Rhymes were often used as well as computer writing. The motivation to rhyming was that the children seemed to enjoy it, while typing on the computer was justified by all children's equal right to learn despite fine motor skills development.The analyses showed that preschool teachers are more likely to enable play and include joyful learning situations in their teaching. Compulsory school teachers come from another tradition, and often see the year in the preschool class as a preparation for school. All interviewed teachers have a theoretical knowledge about multimodal discourses, but struggle to apply these theories in practice.

This study is a bachelor's thesis based on a Minor Field Study conducted in Cape Town,South Africa between October and December 2022. This research is a qualitative studyand nine semi-structured interviews were conducted with South African journalistsduring the field study. The aim of the study is to investigate how journalists' assess therelationship between their ethnicity and work in post apartheid South Africa. Further,how they experience the relationship between their ethnicity and their opportunity tosucceed in their workplace. And how they, based on their ethnicity, evaluate that theyare affected by culture, historical aspects and editorial decisions, when it comes to theirwork duties and their own view of their work identity. The collected data from the interviews were analyzed with a thematic analysis where theresult shows three themes. The themes that are presented are: The impact of ethnicity onthe field, The impact of ethnicity in the newsroom and Professional identity and beats.Postcolonial theory and the creation of professional identity has been applied to helpinvestigate the result of the research and support its findings. In addition, previousresearch about the South African media industry and background about apartheidsociety has been used partly to help understand the context of the research and tosupport the results. The study concludes that South African journalists' ethnicity has an impact on theiremployment in terms of what opportunities they are given in the newsroom and in theirwork when being out on the field. The interviewees evaluate that journalists of colorhave a harder time getting promotions and have to work harder because of theirethnicity. However, the thesis also concludes that journalists of color evaluate theirethnicity as an asset in terms of gaining trust with interviewees. Also, they reason thatwhite journalists in comparison are met with more skepticism by the public.Furthermore, the study concludes that journalists of color can be assigned to do storiesbased on their skin color or cultural background, which the interviewees in this studyevaluated as something that limited them in their work. It limited them because theyreasoned that being assigned a topic to report on based on skin color or culturalbackground reduces their freedom of having autonomy of their own work, which alsoaffects their professional identity.

This aim of this study is to understand the professional identity of careers advisers in UK universities, at a time of unprecedented interest in employability across the sector following an increase in undergraduate tuition fees in England. The research question is “What is the professional identity of careers advisers in higher education in the ‘new’ employability climate? Opportunities and challenges for careers service leaders and managers.” Here, professional identity is defined as ‘the experience and self-understanding of those fulfilling a particular occupational role’. The study is qualitative, using the methodological approach of Interpretative Phenomenological Analysis. The areas of literature that have been reviewed relate to the nature and development of the professions and the development of individual and collective professional identity. The history of the careers adviser role within the UK education system also provides context. Data was collected in summer 2012 through interviews with 21 careers advisers from 14 universities across England, Wales and Scotland using a stratified sample based on league table data. This study makes a contribution to knowledge by suggesting a professional identity for careers advisers which is Undefined, Parochial, Unrecognised and Unconfident yet Dedicated, and by making recommendations for leaders and managers, and careers advisers themselves, to consider in their approaches to staff development, (self-) advocacy and connection with broader institutional priorities. Such approaches do not conflict with a primary purpose of ‘helping students’ and can serve to strengthen the impact and influence of careers advisers as experts who address the increasingly critical employability agenda.

Магистерская диссертация содержит теоретическую и эмпирическую часть. В теоретической части проводится анализ понятий личностного и профессионального самоопределения, а также выделяются их основные характеристики. В эмпирической части диссертации описываются результаты исследования различий в особенностях профессионального и личностного самоопределения у учащихся 11 классов по сравнению с 9- и 10-классниками. В заключении диссертации сделаны соответствующие выводы по изучаемой проблеме. / The master's thesis consists of two parts: theoretical and empirical. There is analysis of definitions of personal and professional identities in the theoretical part. Basic performances of professional and personal identities are distinguished in the theoretical part. Results of research of differences in characteristics of professional and personal identities between eleventh formers and 9-, 10-formers are described in the empirical part of the thesis. The main inferences are in conclusion of the thesis.

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With the intention of understanding the opportunities, challenges, and construction of identity that foreign teachers encounter through their work in France, my study is grounded in the theory that identity is changeable, ongoing, and influenced by both past and current living situations. Furthermore, the professional, social and cultural theories propose that identity is constructed through our work and our place within a group or a culture.   Six foreign- born teachers, who are active at university level as foreign language teachers in France, were interviewed with the aim of answering the following research questions: “Which challenges and opportunities do foreign born teachers acknowledge in their work with the French students? “and “How do foreign born teachers construct their identity within the French classroom? “. The interviews were conducted one-on-one and the data was analyzed and compared to former studies. The participants were both native speakers and non- native speakers.    The findings of my study proposed that the challenges in the French univeristy classroom contain a reluctance to speak as well as a preference for written and marked exams over communication skills within the student body. An inclination to use American English was also noticed. Shame of accent but especially the group dynamic was mentioned as factors. Conversely the students showed a positive attitude and appreciation towards foreign teachers.    The study established that the participants shaped their identity through a dual process: firstly, by encouraging their students to acclimate to their teaching approach, incorporating subjects and techniques from their countries of origin, and secondly, by adapting to their student body. This adaptation involved mastering the cultural codes and adjust to the expectations of the students. Although it was noted a challenge to find a balancing act between the two cultures, it appears that the link to the country of origin was rather reinforced than replaced. In order to demonstrate an understanding of their students' circumstances, many participants downplayed their proficiency in French as a means of connecting with their students' experiences.

Rollen som skolchef i Sverige idag innebär ett ansvar för att alla styrdokument förutbildningen följs. Det finns dock inga lagstadgade erfarenhetskrav för skolchefer.Huvudmannen för utbildningsorganisationen bestämmer vilka erfarenheter och kunskapersom skolchefen behöver. Denna studie fokuserar på yrkeslivsberättelser från tre skolcheferinom en förskoleorganisation som alla har pedagogisk bakgrund. Studiens syfte är attundersöka skolchefers berättelser om deras yrkesresa från pedagog till skolchef samt attanalysera de yrkesidentiteter som framträder. Studien tillämpar en livsberättelseansats ochanvänder sig av en narrativ teorigrund. Genom tematisk narrativ analys presenterar studien deenskilda yrkeslivsberättelserna i sin helhet. Därefter följer en jämförande analys av likheteroch skillnader mellan berättelserna utifrån teoretiska begrepp. Studiens resultat och analysger, i form av berättelser, en bild av skolchefernas yrkesresor från pedagoger till skolcheferoch de individuella yrkesidentiteter som framträder. Utifrån studiens gemensamma analys sesskillnader i vad som är mest framträdande för skolcheferna utifrån subidentiteter och vad sommotiverar dem. De gemensamma likheterna utifrån yrkesidentiteterna visar på att samtligarespondenter såg fördelar med sin pedagogiska bakgrund i sin roll som skolchef samt att deansåg att deras sociala relationer var viktiga för deras möjligheter att utvecklas. Dessutomfann studien att skolcheferna framträder som individer med stort driv. / The role of school superintendent (Swedish: Skolchef) entails the responsibility of assuring that all educational regulations are observed. There are however no specific requirements for the school superindentents background. The head of the educational organisation decides what previous experience the school superintendent should have. This study focuses on the work life stories of three school superintendents in a private preschool organisation, all with pedagogical backgrounds. The purpose of the study is to explore the superintendents’ stories about the journey from educationist to superintendent, and to analyse the professional identities that emerge. The study employs a life story method and uses narrative theory as its theoretical framework. Through thematic narrative analysis the study first presents each work life story as a whole. Then follows a comparative analysis of similarities and differences between the stories through theoretical concepts. The results and analysis of the study illustrates the work life journey of the respondents, from educationist to school superintendents, and the professional identities that emerge. The joint comparative analysis found the differences between the school superintendents included their sub-identities as well as their sources of motivation. Regarding similarities, the study found that all three respondents saw their pedagogical backgrounds as beneficial for their role as school superintendents. Other similarities included the importance of work relationships for their growth and development, as well as a shared characteristic of ambition.

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