Orientador: Ana Maria Falcão de Aragão Sadalla / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T09:05:47Z (GMT). No. of bitstreams: 1 Pierini_AdrianaStella_M.pdf: 34605393 bytes, checksum: 7ed12204281665dee1bdb91db7f4de8c (MD5) Previous issue date: 2007 / Resumo: Este trabalho compõe-se de uma narrativa sobre o processo de (re)constituição do trabalho da orientadora pedagógica na rotina da Escola Municipal de Ensino Fundamental Padre Francisco Silva, situada em Campinas-SP, buscando investigar as características e os elementos constitutivos deste processo. Por meio da análise de determinadas reuniões de Trabalho Docente Coletivo (TDC) realizadas na referida escola, buscou-se problematizar a função mediadora da orientação pedagógica a partir da afirmação do trabalho das professoras/es e da centralidade da formação no cotidiano escolar. A prática do relato é utilizada para contextualizar a história da orientadora pedagógica nas histórias de estudante e professora, para denunciar alguns dilemas da prática desta profissional e sinalizar algumas possibilidades de intervenção nos diferentes tempos e espaços do cotidiano escolar, evidenciando, assim, como foi se configurando este processo de pesquisa. / Abstract: This work is composed by a narrative about the process of (re)constitution of the work of the pedagogic advisor in the routine of "Padre Francisco Silva" school, an elementary government school, located in Campinas, which aims to investigate the characteristics and the constitutive elements of this process. Through the analysis of some meetings of teachers' collective work which happened in this school the aim was to problematize the mediator function of the pedagogical orientation taking in consideration the affimation of the teachers' work and the centralization of formation in the scholar quotidian. The practice of reporting (or narrating) is used to contextualize the history of the pedagogic advisor as a student and as a teacher, to denounce some dilemmas in the practice of this professional and to highlight some possibilities of intervention in the different times and spaces of the scholar quotidian, showing up, in that way, how this process of research was constituted. / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

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.

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.

A pesquisa ora apresentada trata da análise histórico-documental do ensino de história da enfermagem e suas interfaces com a construção da identidade profissional do enfermeiro durante o processo de formação inicial na Escola de Enfermagem da Universidade de São Paulo entre 1971 a 2008. A análise visou uma caracterização sobre a necessidade e essencialidade da História da Enfermagem na formação e orientação profissional do enfermeiro, cujo objetivo geral propõe discutir o lugar da disciplina História da Enfermagem na construção de competências no Curso de Graduação em Enfermagem da EEUSP. Como objetivos específicos nos propusemos a identificar o lugar ocupado pela disciplina nos currículos de formação inicial em uma perspectiva processual; identificar competências propiciadas pela disciplina História da Enfermagem e seu contributo para a identidade da profissão de enfermagem, assim como analisar as transformações encetadas pela disciplina História da Enfermagem na EEUSP. Metodologicamente privilegiamos a abordagem qualitativa e a utilização do método de pesquisa histórica, compreendido pelas etapas de coleta, organização e avaliação crítica dos dados. As fontes de pesquisa configuram-se em específico por planos de ensino referentes à disciplina no período delimitado. Foi possível verificar que o ensino de história da enfermagem no currículo do Curso de Graduação em Enfermagem da EEUSP sofreu variações significativas. Observamos que a disciplina permitia o desenvolvimento de competências em todas as suas dimensões, ou seja, a aquisição do saber conhecer, do saber fazer, do saber viver juntos e do saber ser enfermeiro que, quando integrados, conferem identidade ao grupo profissional. A perspectiva apontada neste estudo sugere um declínio da importância da disciplina no desenvolvimento histórico da formação na EEUSP. Tal fato é notório se considerarmos o atual estatuto da história da enfermagem, que desconsidera as potencialidades de seu estudo, que exige maior tempo e preparo docente, dado à complexidade de seus conteúdos e abordagens possíveis. As colocações discutidas nessa tese consideram que disciplinas como a história da enfermagem permitem que o profissional construa sua identidade profissional e mobilize suas competências pautando-as em ações éticas, humanistas em prol do outro e de si próprio, bem como em prol da profissão, do reconhecimento e autonomia profissionais almejados e possíveis de ser conquistados. / The research presented here deals with the historical analysis of the documentary history of nursing education and their interfaces with the construction of professional identity of nurses during the initial training at the School of Nursing, University of São Paulo from 1971 to 2008. The analysis aimed at characterization of the need and essentiality of the History of Nursing in vocational training and guidance of the nurse, whose general objective aims to discuss the place of the History of Nursing in building skills in the Undergraduate Nursing EEUSP. The specific objectives we set out to identify the place occupied by the discipline in the curricula of training on a procedural perspective, identifying skills offered by the History of Nursing and its contribution to the identity of the nursing profession, as well as analyze the changes initiated by the History Nursing in EEUSP. Methodologically qualitative approach and favor the use of the method of historical research, understood through the steps of collecting, organizing and critically evaluating the data. The research sources are configured in a specific lesson plans pertaining to the discipline in the period defined. It was noted that the teaching of nursing history in the curriculum of Undergraduate Nursing EEUSP suffered significant variations. We note that the discipline allowed the development of skills in all its dimensions, ie, the acquisition of knowledge to know, know-how, knowledge, live together and be a nurse to know that, when integrated, give identity to the professional group. The prospect identified in this study suggests a decline in the importance of discipline in the historical development of training in EEUSP. This fact is evident if we consider the current status of nursing history, which ignores the potential of their study, which requires more preparation time and teaching, given the complexity of their subjects and approaches. The settings discussed in this thesis consider that disciplines such as history of nursing allow professionals to build their professional identity and mobilize their skills guiding them into ethical actions, on behalf of the other humanists and of itself, as well as to promote the profession, professional recognition and autonomy possible and desired to be won.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-27T12:30:27Z No. of bitstreams: 1 daniellemariavieiraalvesraposo.pdf: 1957016 bytes, checksum: 26219811474978361bc1fbf90e7f79e6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T15:54:52Z (GMT) No. of bitstreams: 1 daniellemariavieiraalvesraposo.pdf: 1957016 bytes, checksum: 26219811474978361bc1fbf90e7f79e6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T15:55:05Z (GMT) No. of bitstreams: 1 daniellemariavieiraalvesraposo.pdf: 1957016 bytes, checksum: 26219811474978361bc1fbf90e7f79e6 (MD5) / Made available in DSpace on 2016-10-04T15:55:05Z (GMT). No. of bitstreams: 1 daniellemariavieiraalvesraposo.pdf: 1957016 bytes, checksum: 26219811474978361bc1fbf90e7f79e6 (MD5) Previous issue date: 2015-09-30 / O estudo que desenvolvemos teve como objetivo verificar se a participação em sindicato docente tem oportunizado a criação ou o fortalecimento da identidade profissional entre os professores sindicalizados. O período considerado nesta análise compreende os anos de 2004 a 2010. Para tanto abordamos como panorama geral as influências da perspectiva neoliberal na educação e na própria delimitação das ações dos sindicatos no país, com maior destaque para a trajetória dos sindicatos docentes. A interlocução teórica nesta pesquisa se dá com autores tais como Dalila Andrade Oliveira, Antonio Nóvoa, Maria da Glória Gohn e Armando Boito Jr. cujas discussões podem contribuir para a compreensão dos temas elencados neste estudo, sendo estes: formação do professor e identidade profissional docente; participação política e sindicalismo. Como instrumentos metodológicos contamos com análise documental e a realização de entrevista com professores sindicalizados e diretores da entidade sindical. O estudo demonstrou que, para a maior parte dos educadores entrevistados, esta participação não é a principal referência na formação da identidade profissional do professor. Questões como histórias de vida, influência familiar e a própria prática são citadas por quase todos, como estando na base da formação e da docência. Na perspectiva dos diretores entrevistados, além dos fatores enunciados, a participação sindical possui papel de destaque na conscientização do grupo e na criação da identidade profissional, havendo a necessidade de que esta ideia seja melhor trabalhada entre os professores mais jovens que passaram a compor o quadro sindical docente nos últimos anos. Neste estudo, de um modo geral, a justificativa para a participação sindical surge associada a garantia de direitos e condições trabalhistas. / In this study, we analyzed whether the participation of teachers in the Teachers’ Union have provided opportunities for either the creation or the strengthening of their professional identities at public district schools. It was considered the period between 2004 and 2010. For this, we approached the influences of the neoliberal perspective on education and on the delimitation of unions’ actions across the country, emphasizing the paths taken by teachers’ unions. Our theoretical basis is grounded in Dalila Andrade Oliveira, Antonio Nóvoa, Maria da Glória Gohn and Armando Boito Jr., whose discussions contribute to the comprehension of themes selected: teachers’ education and professional identity; political participation and unionism. As for methodological tools, we used document analysis and interviews with teachers adhered and directors of this institution. This study demonstrated that, for most teachers interviewed, union participation is not the main reference in the professionals’ identity formation. Topics like life stories, family influence and teachers’ own practices are mentioned by nearly all as being in the basis of education and teaching. As far as the perspectives of directors interviewed are concerned – besides the aforementioned reasons – union participation plays an imperative role in raising members’ political awareness and in creating a professional identity. Then, it is necessary to make this idea more discussed amongst younger teachers who have taken part in the city’s district union for the last years. In this research, in general, the reasons for adhering are related to warranty of rights and labor conditions.

Carreira e empreendedorismo são dois campos de conhecimento que assumiram papel central em estudos de Administração a partir do final do século XX. Todavia, a predominância do paradigma funcionalista e da pesquisa quantitativa nos estudos acadêmicos de ambos os campos tem sido criticada. Também o conhecimento oriundo da prática de consultoria, fortemente disseminado em ambos os campos, é avaliado como superficial e pouco rigoroso pelos cânones científicos. Apenas uma minoria dos estudos, em ambos os campos, analisa a carreira e o empreendedorismo como processos de interação social. Carreira e empreendedorismo desenvolveram-se como campos separados de estudos, o que tem impedido a produção de um vigoroso diálogo entre esses dois campos. Nós elegemos esse espaço de interseção entre carreira e empreendedorismo como nosso tema de pesquisa: a carreira empreendedora. Nós buscamos respostas para uma questão que problematiza o diálogo entre carreira e empreendedorismo: por que e como o empreendedorismo gera o empreendedor? O objetivo geral é fazer avançar o conhecimento sobre a carreira empreendedora a partir do estudo de suas microfundações no âmbito privado (individual) e no âmbito público (coletivo e estrutural). Para a condução da pesquisa, nós empregamos a triangulação de paradigmas e teorias: o paradigma interpretativo, que caracteriza igualmente estudos da Sociologia filiados ao interacionismo simbólico e à teoria dramatúrgica e os estudos da Psicologia Social sobre as interações cotidianas; o paradigma estruturalista, que caracteriza a abordagem do mito do herói em estudos de Mitologia; e os paradigmas crítico e pós-estruturalista nos campos da Sociologia, da Psicologia Social e dos Estudos Organizacionais, que problematizam a relação entre o público e o privado na carreira empreendedora. A pesquisa foi realizada em duas etapas: na primeira, nós utilizamos o método de análise de conteúdo para estudar as histórias de 21 empreendedores de uma cidade do interior do país, relatadas pela mídia impressa, visando ao estudo de hipóteses sobre os mitos da carreira empreendedora; na segunda etapa, nós utilizamos elementos do método da história de vida temática e a técnica de entrevista semiestruturada para coletar dados sobre a participação de mitos, emoções e identidades na carreira de 18 empreendedores que estavam presentes na primeira etapa da pesquisa. A partir da triangulação dos dados das duas etapas da pesquisa, nós propusemos uma definição para a carreira empreendedora, descrevemos suas microfundações e oferecemos uma definição de empreendedorismo. A identidade empreendedora é analisada como um processo de interações do indivíduo com ele mesmo e de interações do indivíduo com os outros indivíduos e com as instituições. Desse modo, nossa pesquisa amplia os estudos de um campo ainda pouco compreendido - a carreira empreendedora - bem como dos próprios conceitos de carreira e de empreendedorismo. / Career and entrepreneurship are two fields of knowledge that took over the main role in Management studies at the end of the 20thcentury. Yet, predominance of the functionalist paradigm and quantitative research in academic studies of both fields have been criticized. Also, the knowledge that comes from consultancy practices, strongly disseminated in both fields, is seen as superficial and lacking strictness by the canons of science. Only a few of the studies in both fields analyze career and entrepreneurship as processes of social interaction. Career and entrepreneurship developed as separate fields of study and this has not permitted strong dialogue between both fields. We chose the intersection between career and entrepreneurship as our theme for research: the entrepreneurial career. We sought answers for an issue that problematizes the dialogue between career and entrepreneurship: why and how entrepreneurship generates the entrepreneur? The general objective is to make advances on the knowledge on entrepreneurial career based on the studies of its microfoundations in the private field (individual) or the public field (collective and structural). In order to conduct the research, we used the triangulation of paradigms and theories: the interpretive paradigm that equally characterizes Sociological studies related to symbolic interaction and dramaturgical theory, and studies of Social Psychology on daily interaction; the structuralist paradigm that characterizes the approach to the hero myth in Mythological studies; and the critical and poststructuralist paradigms in the areas of Sociology, Social Psychology and Organizational Studies that problematize the relation between public and private in entrepreneurial career. The research was carried out in two phases: in the first, we used content analysis methodology to study the trajectory of 21 entrepreneurs from a city in the interior as documented in printed media, aiming to study the hypotheses of the myths of the entrepreneurial career. In the second phase, we used elements of the thematic life-history method and semi-structured interview technique to collect data on the participation of myths, emotions and identities in the careers of the 18 entrepreneurs present in the first stage of the research. Based on the triangulation of data from the two phases of the study, we suggest a definition for entrepreneurial career, describe its micro-foundations, and offer a definition of entrepreneurship. Entrepreneurial identity is analyzed as a process of interactions of the individual with himself and his interaction with other individuals and institutions. In this way, our research broadens the studies of a field that is little understood -- the entrepreneurial career -- as well as the concepts on career and entrepreneurship.

La majorité des images documentaires françaises sont aujourd’hui produites par l’industrie télévisuelle, et non plus par la filière cinématographique. Je m’intéresse à la figure culturelle prééminente de la politique audiovisuelle française et européenne, ARTE. Ce travail tente de repenser les relations entre l’artistique et l’économique, l’art et les médias, à partir d’une enquête de terrain menée auprès de professionnels du documentaire. Mon analyse se structure autour de trois grands axes : l’évolution du marché du documentaire français, les changements du sens symbolique et du mode de conception des images documentaires, la redéfinition des rôles et des identités professionnelles des acteurs qui y sont impliqués. L’arrivée progressive de la télévision, conjointe à l’institutionnalisation et à la consécration du cinéma en tant que pratique artistique, bouleverse le marché du documentaire au niveau de son système économique de production, de diffusion, ainsi que les aides publiques de soutien à la création. La taxinomie « documentaire » se transforme historiquement. Née avec le cinéma, cette dernière perd sa qualification d’activité artistique en s’intégrant progressivement au système médiatique du petit écran. Pour comprendre les processus diachroniques par lesquels s’effectue l’hybridation du cinéma et de l’audiovisuel, il semble nécessaire d'analyser les « opérateurs de genre » , i.e. ceux qui le définissent. Pour mieux comprendre les récentes transformations de la programmation documentaire d’ARTE, j’analyse les mécanismes de sa production et les rôles et les places de ceux qui y participent. La création se développe autour de processus de socialisation et de coopération complexifiés, erratiques et souvent conflictuels. L’arrivée d’un nouvel acteur prépondérant dans la création, salarié de la télévision, suscite de profondes mutations dans la chaîne de production des images. / Today the majority of the French documentary pictures are produced by the television industry, and not anymore by the film sector. I am interested in the pre-eminent cultural figure of the French and European broadcasting policy, ARTE. This work tries to rethink the relations between the artistic and the economic, the art and the media, from a field study carried out- held with documentary’s professionals. My analysis develops its structure around three main lines : the evolution of the French documentary’s market , the changes of the symbolic sense and the mode of conception of the documentary pictures, the redefinition of the roles-functions and professional identities of the actors who are implied in the process. The television’s progressive arrival, together with the institutionalization and the establishment of the cinema as artistic practice, disrupted-changed completely the documentary’s market at the level of its economic system of production, distribution [broadcasting], as well as the public subsidies-funds to support the creation. The taxonomy "documentary" is historically transformed. Born with the cinema, this last one loses its qualification of artistic activity by becoming gradually integrated into the media system of the small screen. To understand the diachronic processes by which is made the hybridization of the genres cinema and broadcasting, it seems necessary to analyze the « operators of genre » , i.e. those who define it. To understand better the new documentary programming of ARTE, I analyze the mechanisms of its production and those who participate in it. The creation develops around complicated, erratic and often conflicting processes of socialization and cooperation. The arrival of a new dominating actor in the creation, a television’s employee, causes profound changes in the production line of the pictures.

Notre travail a pour objectif de contribuer à la compréhension de la construction de l’identité professionnelle des contrôleurs de gestion dans un contexte organisationnel. Nous avons tout d’abord construit un cadre d’analyse en nous inspirant des travaux sociologiques de Dubar que nous avons complétés par les résultats de travaux identitaires plus récents comme ceux de la régulation identitaire. La construction de l’identité est la résultante d’un travail de l’individu sur lui-Même (transaction biographique) et d’un travail dans sa relation à autrui (transaction relationnelle). Ce cadre conceptuel nous permet de nous intéresser aux trajectoires professionnelles des contrôleurs de gestion pour comprendre l’évolution de qui ils sont au travail. Nous avons étudié les contrôleurs de gestion du groupe Saint-Gobain connaissant une restructuration de sa fonction financière qui a mené à la disparition du titre de directeur administratif et financier. Cela influence les objets d’identification offerts aux contrôleurs de gestion. Les résultats de notre travail nous mènent à discuter de la financiarisation des organisations et du rôle de partenaire d’affaires. / This PhD dissertation examines how management accountants construct their professional identity in organization. To answer this question, we have built a conceptual framework based on the sociological french work of Dubar and based on identity regulation as organizational control. The construction of identity is the result of two transactions : a biographical transaction (individualchanges himself) and a relational transaction (individual attempts to change others’ eyes). We focused our attention on management accountants of a french organisation : Saint-Gobain. Our results lead us to discuss about the financialisation of organisations. Moreover, we offer a new vision of who business partners are.

Cognitive behaviour therapy (CBT) is a therapeutic modality which is commonly argued to be oriented to a medical model, and so to diverge significantly in theory and practice from the traditional relational and humanistic roots of counselling psychology. A large body of literature and research exists which examines counselling psychologists’ professional identity in medical settings, but there appears to be a significant gap in the extant literature relating to how counselling psychologists experience professional identity specifically in the practice of CBT, a therapeutic modality which presently provides a considerable amount of employment for counselling psychologists. To address this gap, the present study sought to explore qualitatively whether counselling psychologists’ experience of their professional identity is affected by the inclusion of CBT in their practice. A sample of eight counselling psychologists who worked with CBT and had been qualified for at least five years were interviewed. Data gathered from the semistructured interviews were transcribed and analysed using interpretative phenomenological analysis (IPA), a method selected because it is concerned with the detailed examination of personal lived experience and the meaning of experience to participants. The methodology was approached within the contextual constructionist epistemological framework. Three superordinate themes, each containing four subordinate themes, emerged from participants’ accounts: (i) components of professional identity; (ii) the contribution of CBT to the professional self; and (iii) how CBT compromises the professional self. The findings are discussed in relation to the relevant literature, and lines of enquiry that have emerged have been located in current postmodern literature, arguments and debates. One main conclusion of the present study is that feeling comfortable with CBT can CBT, Counselling Psychology and Professional Identity 3 depend upon practitioners’ initial training, personal experience, cultural background, personal characteristics and personal beliefs – that is, the professional self as emerging from the personal self. Clinical implications, methodological limitations, directions for future research and reflections upon the researcher’s reflexivity are presented.

Abstract The formation of a physician's professional identity and conception of him/herself as a doctor is often taken for granted and considered a by-product of learning. During professional socialization, medical students internalize knowledge, skills, attitudes, behavioral models as well as ethical and moral values of medicine. However, certain critical experiences may trigger an active construction of professional identity. The aim of this research was to explore the process of constructing professional identity during medical education in the framework of cultural-historical activity theory. Multiple methods (questionnaires, videotapes of medical students' reflection group sessions, and interviews of the supervisors) were used in data collection and analysis. Medical students were found to have differing orientations towards learning and practising medicine. Some of the students, more commonly females, expressed a need for more support for their professional development. Reflection groups offered medical students a possibility to share their experiences of critical situations. The topics of discussion dealt with career choice, medical education (teaching, patient encounters, communication), working experiences and career opportunities. Medical students' narratives of their experiences in university hospital learning situations revealed the way in which various interaction situations laid the basis for the development of professional identity. In constructing a physician's professional identity, medical students had to solve dilemmas encountered in three different activity systems: Personal life, Medical education and Work. Encountering critical situations is part of the daily practice in medical schools. These situations may induce reflection on action and conscious development of professional identity. Medical students should be provided with more possibilities to elaborate on especially dilemmas concerning professionalism, communication skills, encountering death, and biomedical versus psychosocial aspects of medicine during their medical education.