No / Objective. To explore the lived experiences of pharmacy students undertaking an early pre-registration training placement in the United Kingdom, particularly with respect to the development of different aspects of their professionalism. Methods. Fourteen students returning from an early pre-registration placement (during the third year of their pharmacy degree) were interviewed, using a semi-structured approach. Grounded theory methods were used to analyze the transcripts and a theory was developed. Results. ʻDeveloping a professional identityʼ was the core process that occurred during the placement. This included four stages: (1) Reflection (2) Selection of attributes (3) Professional socialization and (4) Perception of role. As a consequence of ʻDeveloping a professional identityʼ, participants had a strong vision of the kind of pharmacist they wanted to be when qualified. They articulated an increased responsibility as students, and began to see themselves as ʻNow a trainee professionalʼ. Conclusion. This study strongly supports the use of an early pre-registration period to develop pharmacy students’ sense of professional identity and strengthen their motivation to learn.

As evidenced by a large body of research within the engineering education community, those individuals who do not maintain a sense of belonging, identify with engineering groups, or perceive themselves as engineers are more likely to leave the profession. However, little is known about the ways in which engineering students construct or develop their personal and professional identities as influenced by the disciplinary values, behaviors, and practices learned during the undergraduate education experience. In order to deepen the understanding of professional identity formation within the engineering disciplines, a grounded theory study was conducted to explore the experiences of 31 sophomore, junior, and senior level undergraduate students enrolled in a civil engineering program. Upon conducting an iterative process of data collection and analysis, a theory of professional identity negotiation emerged from interviews depicting participants' experiences. This theory titled Negotiating Equilibrium: Advancing from Outsider to Insider or the AOI Model, captures the identities negotiated by students as they iteratively define, adjust, and readjust definitions of self and profession to maintain a balance between their personal self and the learned disciplinary identity of the civil engineering profession. As participants gained this balance, they began to see themselves as professionals and advance from an outsider (i.e., one not belonging to the civil engineering profession) to an insider (i.e., one belonging to the civil engineering profession). The AOI Model provides a framework for researchers to further explore professional identity formation, promotes the development of identity-influencing coursework and instructor teaching approaches, and inspires future research trajectories in engineering and civil engineering education. / Ph. D. / As evidenced by a large body of research within the engineering education community, those individuals who do not maintain a sense of belonging, identify with engineering groups, or perceive themselves as engineers are more likely to leave the profession. However, little is known about the ways in which engineering students construct or develop their personal and professional identities as influenced by the disciplinary values, behaviors, and practices learned during the undergraduate education experience. In order to deepen the understanding of professional identity formation within the engineering disciplines, a grounded theory study was conducted to explore the experiences of 31 sophomore, junior, and senior level undergraduate students enrolled in a civil engineering program. Upon conducting an iterative process of data collection and analysis, a theory of professional identity negotiation emerged from interviews depicting participants’ experiences. This theory titled <i>Negotiating Equilibrium: Advancing from Outsider to Insider</i> or the <i>AOI Model</i>, captures the identities negotiated by students as they iteratively define, adjust, and readjust definitions of self and profession to maintain a balance between their personal self and the learned disciplinary identity of the civil engineering profession. As participants gained this balance, they began to see themselves as professionals and advance from an outsider (i.e., one not belonging to the civil engineering profession) to an insider (i.e., one belonging to the civil engineering profession). The AOI Model provides a framework for researchers to further explore professional identity formation, promotes the development of identity-influencing coursework and instructor teaching approaches, and inspires future research trajectories in engineering and civil engineering education.

Läraryrket är ett av de mest omdiskuterade yrkena i Sverige under senare år. Samtidigt som skolan har genomgått en rad förändringar har det också ställts nya krav på lärare. Inte minst lärarnas roll och lärarnas villkor har diskuterats i den mediala debatten. Ofta verkar det som att alla har något att säga om lärare. Denna uppsats utgår från att det som sägs och diskuteras om lärare också får faktiska konsekvenser för hur verksamma lärare formar sin yrkesidentitet. Även skönlitteratur kan ha en roll i att forma verkligheten och i denna uppsats analyseras romanen Inte gå under (2015) av Malin Hedin. Romanen är skriven av och om en gymnasielärare och kan ses som en dagsaktuell inblick i hur skolan fungerar idag. Den metod som använts i uppsatsen har varit en innehållsanalytisk läsning utifrån ett intertextuellt perspektiv. Syftet med undersökning är att analysera hur lärarrollen konstrueras i romanen. Undersökningen kommer fram till att läraren konstrueras i berättelsen genom de kopplingar som finns till omgivningen, vilka är delaktiga i att konstruera vad vi uppfattar som verklighet. Tre olika aspekter av yrkesidentitet framkommer i romanen: att vara lärare är att vara utbildad, att vara lärare är att inte ha det lätt och att vara lärare är att komma till undsättning. / The teaching profession is one of the most debated occupations in Sweden in later years. The Swedish school has gone through a series of changes which has led to new demands on teachers. Not least, is it the teachersʼ roles and the teachersʼ working conditions that have been discussed in the media. It often seems like everyone has something to say about teachers. This paperʼs outset is that what is said and debated about teachers also gets actual consequences to how working teachers form their professional identity. Literature can also have a role in shaping reality and this paper analyses the novel Inte gå under (2015) by Malin Hedin. The novel is written by and about a highschool teacher and can be viewed as an up-to-date insight to how the Swedish school works today. The method used in this paper is a content analytical reading with an intertextual perspective. The aim with this investigation is to analyse how the role of teachers are constructed in the novel. The result of this paper is that the teacher is being constructed through the connections to the surroundings, which take part in the construction of what we perceive as reality. There are three different aspects of professional identity that appear in the novel: to be a teacher is to be well educated, to be a teacher is not easy and to be a teacher is to come to the rescue.

In this academic essay I explore and reflect upon number of a number of questions arising from a dilemma. The dilemma comes from a situation where primary teachers with a specialization in extended school education (“recreation centre teachers”) is subject to contradictory demands and expectations in their job situation. I have searched for causes and new perspectives on the dilemma by exploring the role, mission and professional identity for this category of teachers. I find that a clear role as a teacher and a clear mission within the school is not present. Based on this I investigate different strategies and opportunities for the recreation centre teachers to use their competence and find their mission within the school based on the regulatory demands and different perspectives on learning. I find a need for further formalization of the role and mission and also opportunities for the recreation centre teacher to complement the traditional class room education with their own competences and different perspectives on education and learning.

Aims and Rationale: The present study aims to enrich understanding of the professional identity of counselling psychology in the UK by exploring both the individual professional identities of counselling psychologists and the broader identity of the profession as a whole. This will elaborate on the existing literature base and allow the researcher to gather a breadth of perspectives of counselling psychology identity whilst also exploring the issues surrounding the identity development of practitioners in greater depth. Method: The study adopts a triangulation mixed methods design to explore the professional identity of counselling psychologists (Cresswell, Plano Clark, Guttman & Hanson, 2003). An exploratory online survey was designed to explore 1) the training, employment and practice characteristics of counselling psychologists and 2) their perception of the role, contribution and future identity of the profession. Concurrent with this data collection, qualitative interviews were conducted which aimed to explore the participants’ experience of training and working as a counselling psychologist, and develop an understanding of factors that have impacted upon their individual professional identity. Results: Both data sources contribute to the conception of counselling psychology as a diverse and multi-faceted profession. ‘Unity within diversity’ has been proposed as an overarching theme that marries the data sources and highlights the different ways in which counselling psychologists experience and articulate their individual professional identity, and the collective identity of the profession. Conclusions: The findings reveal there is no single professional identity inherent within counselling psychology. Multiple professional identities exist and are shaped by a range of factors. Uniting these diverse identities is a central commitment to a humanistic philosophy and value base. This provides a foundation on which therapeutic decision making is made and clients’ difficulties conceptualised. Whilst counselling psychology’s interest in identity and critical self-reflection has been questioned, this process may allow the profession to remain alert to the changing professional climate and adapt their practice to ensure that they remain valuable and are not overlooked within the field of therapeutic provision.

<p>A multi professional team use different professional skills to a specific target. The people in the team complement each other to achieve the best performance possible. Professional identity is a mix between the professional and personal identity. Social identities, like professional identity, is a product of social categorization and social comparison. The purpose of this study was to examine how increased cooperation in cross-disciplinary teams has affected the professional identity of home care staff. The method I used to gather my material were focus groups with home care staff in relation to their workplace. Five focus groups were conducted and formed the basis of the results. I used parts of and got inspired from the hermeneutic approach in the analysis of my empirical findings. The results were interpreted by the social identity theory and the concepts of identity, professional identity and the dual task. The results show that home care staff finds it difficult to describe what their role is in the profession. The team's work has affected the staff to feel stronger in their profession and occupation. They have been able to learn from the other team members and have got a deeper understanding of the other team member’s profession. They also believe that the home care staff group has become more of a united group now that they know more about each other's work, work more equal and have more discussions within the group. Home care staff professional identity has been influenced, as all work within the team goes toward a common explicit goal. This has made stronger professional identity within the group and they can identify themselves more with each other. The teams work towards the common goal has also contributed to that they experience cooperation, understanding and affinity with the other team members. This has broadened their professional identity and they have become part of a new group - the team.</p>

This thesis investigates the experiences of Children’s Centre leaders of the National Professional Qualification in Integrated Centre Leadership (NPQICL) who find themselves in a newly developed role and lacking a professional identity. Its aim is to explore the developing professional identities of NPQICL participants from their own perspectives, focusing on ways in which their professional identities are developing and how, correspondingly, these might be better supported on the NPQICL. Clarification of core ideas embedded in these aims theoretically and conceptually reveals that professions are publicly shaped in line with established traditions, and therefore often prescribed. Processes of professional development are correspondingly seen as largely publicly organised processes of professional learning and/or acculturation. However, a key area for research is the interface between publicly shaped expectations of those learning to be professionals and the particular needs and expectations of course participants themselves especially with regard to how they see themselves as Children’s Centre leaders. Because this area is fluid, uncertain and shaped partly by professionals themselves it is hard to investigate. A flexible Adaptive Theory research design is selected along with an array of conceptual tools (orienting concepts and a conceptual cluster) which can be modified, discarded or replaced according to the demands of data collected. Using a relatively open-ended data collection device also allows a wide range of potentially revealing data to be ‘storied’ for analysis in order to preserve their individualised nature. Although a process of subjective self-conceptualisation in role can be used to explain how NPQICL participants adapt to expectations from the wider professional community and social context, there is a need to explain how public influences and individual co-constructions of professional identity shaped by professionals themselves are synthesised in individual responses to fluid, uncertain professional identities. The research aims are met by modelling the process of developing a professional identity on the NPQICL as an ‘autobiography’. This conceptual device brings together public and individual influences into a synthesis and allows insight into the experiences of individuals. It explains some of the success of the NPQICL course and some of its dynamics including how the development of Children’s Centre leaders’ identities can be supported in a professional learning programme.

This thesis explores a small number of TEFL teachers’ collective responses to an extended change process in their Mexican university context from 1989-2003. The nature of the emergent knowledge arising from this inquiry hinges on the analysis and interpretation by the researcher who is also a complete participant in this educational context of her informants’ perceptions from their retrospection, and a reconstruction of the past, in present time. The methodology I adopted broadly follows interpretative qualitative research principles, including aspects of life history inquiry. The data generation process employed to explore our perceptions of ourselves, as well as our working context, before and during the 1990s, as we ourselves narrate them, comprised of: ‘conversations with a purpose’, critical incident and repertory grid interviews, as well as the concurrent analysis of the data, based on aspects of Grounded Theory. As a result, numerous categories and concepts emerged. These not only helped me to discover the issues that were both instrumental and influential regarding our positive receptivity to change, but also how being involved in a change process changed us, not only as individuals, but also as a culture. Based on these findings that have led to my deeper understanding of the nature of educational change, I conclude this thesis by positing that instead of adopting a mechanistic paradigm for viewing change, it is necessary, and more useful, to view it through the lens of complexity theory. Finally, this thesis ends by examining the implications that this position and the findings have for change policy makers, managers and change leaders, as well as suggestions for future research.

<p>Ova doktorska disertacija bavila se utvrĊivanjem refleksije profesionalnog identiteta<br />pedagoga u savremenoj &scaron;kolskoj kulturi. TakoĊe, u ovom radu bavili smo se i profesionalnim<br />razvojem i novim ulogama pedagoga u savremenoj &scaron;koli. Ukupan uzorak u studiji sluĉaja<br />ĉinilo je 30 &scaron;kolskih pedagoga, struĉnih saradnika u osnovnoj i srednjoj &scaron;koli, sa teritorije<br />Kolubarskog okruga, 4 ispitanika i 26 ispitanica, od kojih 18 radi u gradskoj, a 12 u seoskoj<br />&scaron;koli. Pored ovih varijabli u obzir su uzete i sledeće varijable: godine radnog staţa i stepen<br />obrazovanja.<br />U kontekstu profesionalnog obrazovanja nastavnika, pojam refleksije defini&scaron;e se na<br />razliĉite naĉine. Smit i Haton (Smith &amp; Hatton, 1992) na sledeći naĉin sumiraju aktuelna<br />znaĉenja (modele) refleksije: 1.refleksija se odnosi na mi&scaron;ljenje u akciji, ali i na mi&scaron;ljenje o<br />akciji, 2.refleksija se shvata kao analitiĉki proces koji zahteva vreme, ali moţe da se shvati i<br />kao kratkotrajan, intuitivni proces koji se de&scaron;ava u akciji, 3. re&scaron;avanje problema integralni je<br />deo refleksije, ali refleksija postoji i izvan re&scaron;avanja problema, i 4.ĉesto se refleksija iscrpljuje<br />u razmi&scaron;ljanju o metodama i efektima nastavnog rada, ali moţe da ukljuĉi i &scaron;ira etiĉka i<br />socijalna pitanja obrazovanja.<br />Prouĉavanju refleksije profesionalnog identiteta &scaron;kolskog pedagoga pri&scaron;lo se iz fokusa<br />kvalitativne istraţivaĉke paradigme, a fenomen istraţivanja je posmatran u njegovom<br />prirodnom okruţenju, &scaron;koli. Ovo je kvalitativno istraţivanje, sprovedeno sa stanovi&scaron;ta<br />interpretativne paradigme iz nacrta studije sluĉaja. Kroz kvalitativni pristup, fenomen<br />profesionalnog identiteta &scaron;kolskog pedagoga ţeleli smo da sagledamo iz razliĉitih perspektiva.<br />U savremenim &scaron;kolama &quot;razvoj kompetencija pedagoga zahteva nove pedago&scaron;ke<br />poglede sve vreme, kao i percepciju i stvaranje novih radnih polja i pozitivne okoline za<br />podr&scaron;ku ostvarivanja aktivnosti pedagoga i transparentnost u procesu realizacije.&quot; (Floric,<br />2008: 6)<br />U istraţivanju je kori&scaron;ćen polustruktuirani intervju (koji je sastavio autor ovog rada za<br />potrebe istraţivanja), a koji sadrţi pitanja koja se odnose na: inicijalno obrazovanje pedagoga,<br />iskustva na poĉetku rada u &scaron;koli, mentorski rad, metodiĉki rad, saradnju sa direktorom,<br />saradnju sa nastavnicima, praćenje i vrednovanje rada &scaron;kole, trenutne izazove u radu,<br />inicijative za promenu prakse i procenu poloţaja pedagoga.<br />- VII -<br />Rezultati pokazuju da se u okviru celine koja se odnosi na inicijalno obrazovanje<br />izdvajaju odreĊene kategorije odgovora koje se, pre svega, odnose na zadovoljstvo inicijalnim<br />obrazovanjem, procenu kompetentnosti za rad kao i potrebu za promenom inicijalnog<br />obrazovanja. U vezi sa iskustvima ispitanika na poĉetku rada u &scaron;koli izdvajaju se odreĊene<br />kategorije odgovora koje se pre svega odnose na adaptaciju na radno okruţenje i uslove rada.<br />Sledeća kategorija se odnosi na mentorski rad. Ne&scaron;to vi&scaron;e od polovine ispitanika je<br />imalo priliku da im mentor pruţa struĉnu podr&scaron;ku, &scaron;to je stvorilo uslove za sticanje znanja,<br />ve&scaron;tina i sposobnosti koje su neophodne za profesionalan rad.<br />&Scaron;to se tiĉe metodiĉkog rada, pedagozi istiĉu da su se na studijama bavili metodiĉkim<br />radom pedagoga, ali ne i metodikama raznih predmeta, &scaron;to im je veoma vaţno prilikom<br />praćenja ĉasova iz razliĉitih nastavnih predmeta. Iskustva u vezi sa saradnjom sa direktorom<br />su u naĉelu pozitivna, ali ima i drugaĉijih iskustava.<br />Ne&scaron;to vi&scaron;e od polovine ispitanika istiĉe da je odnos ispunjen poverenjem i<br />po&scaron;tovanjem, dok ostali ispitanici navode da nemaju dovoljno podr&scaron;ke od strane direktora za<br />realizaciju aktivnosti koje sprovode.<br />Saradnja sa kolegama se ocenjuje kao zadovoljavajuća, ali ima dosta prostora za<br />pobolj&scaron;anje.Vaţan segment rada se odnosi i na praćenje i vrednovanje rada &scaron;kole. Svi<br />ispitanici istiĉu da su veoma aktivni, a ĉesto su i koordinatori timova za samovrednovanje i<br />razvojno planiranje. Trenutni izazovi u radu, kada govorimo o savetodavno-instruktivnom<br />radu sa nastavnicima, uĉenicima i roditeljima ogledaju se pre svega u tome &scaron;to su roditelji<br />nemotivisani i nespremni za saradnju i participiranje u radu i ţivotu &scaron;kole; u radu sa<br />nastavnicima podr&scaron;ka u vezi sa inkluzivnim obrazovanjem; u radu sa uĉenicima vr&scaron;njaĉko<br />nasilje, razvojni problemi i problemi u pona&scaron;anju.<br />Kada su u pitanju inicijative pedagoga za promenu prakse, one se najpre odnose na<br />smanjenje administrativnih poslova i povećanje vremena za savetodavni rad sa decom.<br />TakoĊe, predlaţe se da se poo&scaron;tre kriterijumi za selekciju kandidata na fakultetu, ali i prilikom<br />zapo&scaron;ljavanja.<br />Najveći broj ispitanika smatra da je poloţaj pedagoga danas lo&scaron;iji nego &scaron;to je bio<br />ranije, a obim poslova i odgovornosti je sve veće. Kao kljuĉne elemente za promenu poloţaja,<br />pedagozi navode: pobolj&scaron;anje uslova rada (prostorni i materijalni), bolju podelu poslova, veću<br />autonomiju u radu, kao i jasniju zakonsku regulativu.</p> / <p>This PhD Thesis was dealing with the problem of how to establish the pedagogue‟ s<br />professional identity in modern school culture. In this project, we, also, were occupied with<br />the pedagogue‟ s professional development and his new roles. Total sample in this study were<br />30 school pedagogues, collaborators in primary and secondary schools in Kolubara district: 4<br />men and 26 women: 18 o f them work at city schools and 12 of them at village schools. Apart<br />from these variables we also considered the years spent working at schools and the education<br />level.<br />In the context of the teachers professional education, the idea of reflexion can be<br />definied in different ways: Smit and Hatton sum up the meanings (models) of the reflexion: 1)<br />it considers not only the action but thinking of the action as well, 2) it is not only an analytical<br />process which needs certain time, but also, a short and intuitive process which occurs during<br />the action, 3) problem solution is not only an integral part of the reflexion but it exists also<br />beyond the problem solution and 4) reflexion is often found in thinking of the methods and the<br />effects of teaching process, but it can also include wider ethical and social education questions.<br />To study the reflexion of the pedagogue s professional identity we focused on the<br />quality research, and the phenomenon of the research is observed in its natural surrounding, at<br />school.This is a qualitative research, seen from the viewpoint of the interpretative paradigm<br />made of the accident study plan.<br />In modern schools the &ldquo; development of the pedagogues competences demands new<br />pedagogical visions all the time as well as perception and creation of the new workfields and<br />the positive environment for supporting the realization of the pedagogue‟ s activities and the<br />transparency in the realization process.&rdquo; (Floric, 2008: 6)<br />Through the qualitative process and different points of view we looked into the<br />phenomenon of the school pedagogue‟ s professional identity.In this research it is used the<br />halfstructured interview made by the author especially for the purposes of the research, which<br />contents the questions concerning: the &bdquo; education, his experience, his mentor &bdquo;s activity, his<br />methodical work, his cooperation with the school manager, and the other teachers,monitoring<br />and evaluation of the school function, the iniciatives for improvement and evaluation of the<br />pedagogue‟s position.<br />- IX -<br />The results show that, in the frame of the initial education, certain answers came up the<br />surface and bring satisfaction of the initial education, evaluation of the professional<br />competences and need to change that initial education.<br />In connection to the experience of people starting their jobs at school, there are certain<br />cathegories of answers concerning the adaptation to the surrounding and work conditions.<br />Next cathegory concerns mentor‟ s activity.More than a half of examined people had<br />the opportunity to have mentor‟ s support which created appropriate conditions for getting<br />more knowledge and skills to perform successful professional work.<br />Concerning methodical work, pedagogues emphasize that, during their study,they were<br />engaged in methodical work but not in the methods of different subjects,which is important<br />and needed to follow different lessons.<br />Collaboration with school manager, is mostly, good, and experiences are positive. But<br />there are,also, other experiences. More then a half of the examined, agree that the relation to<br />the manager is full of understanding and respect, while the other stress that they don‟ t have<br />manager‟s support for their activities.Interaction with the other colleagues is marked as quite<br />satisfied, but there is room for improvement.<br />Monitoring and evaluation of the school functioning is very important part. All the<br />pedagogues are very active, they are pretty often on head of the teams for selfevaluation and<br />development planning.<br />Temptations nowadays, when we talk about consulting work with pupils, teachers and<br />parents, show that parents aren‟ t motivated and prepared to collaborate and participate in the<br />school activity, teachers need support in inclusive education and pupils have problem with<br />violence and intolerance.<br />When we come to the pedagogue‟ s initiatives and practical changings, we, firstly,<br />mean to reduce unnecessary administrative job and increase work with children.<br />Also, it s suggested to raise the criteria when the students register at a university, as<br />well as they apply for work.<br />Most of examined think, that pedagogue‟s position is worse nowadays than it was<br />earlier:key elements are:improvement of the work condition (physical and financial)better job<br />division, more autonomy and clear laws</p>

This thesis investigates the importance of the work community and its social organisation and the role it has for the participants' ability to learn and to form a professional identity as pedagogical leaders. Furthermore, the thesis wants to investigate if it matters to the directors’ learning how the principal (municipality or private company) organises for learning. The empirical material for the study comes mainly from semi-structured interviews with participants in the directors’ programme and close colleagues. An expression for the working community in a workplace is a community of practice. Learning and social interaction are about negotiation of meaning, making sense in everyday life. All four interviewed participants have contexts with features of communities of practice. In a few cases, it is clear that the context is about educational leadership, in a practice that is designed in collaboration with colleagues. Although there are significant differences in both the scope and the structure of supporting structures between the two investigated private contexts, it becomes clear that their structure leads to learning. The lack of structure in municipal schools leaves their directors with little access to guidance for their learning and identity development.