The Experts below are selected from a list of 103353 Experts worldwide ranked by ideXlab platform
Bonne J. H. Zijlstra - One of the best experts on this subject based on the ideXlab platform.
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Primary student teachers’ Professional Identity tensions : The construction and psychometric quality of the Professional Identity tensions scale
Studies in Educational Evaluation, 2019Co-Authors: Fadie Hanna, Ron Oostdam, Sabine Severiens, Bonne J. H. ZijlstraAbstract:Abstract This research aims to develop and validate an instrument for measuring primary student teachers’ Professional Identity tensions. Based on dissonance theory, we transformed existing vignettes ( Pillen, Den Brok, & Beijaard, 2013 ) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of Professional Identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The final instrument includes 34 items rated on a 5-point Likert scale measuring nine different Professional Identity tensions. Implications for future research and practice are discussed.
Karen Trollope-kumar - One of the best experts on this subject based on the ideXlab platform.
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Reflections: an inquiry into medical students' Professional Identity formation
Medical education, 2014Co-Authors: Anne Wong, Karen Trollope-kumarAbstract:Context Professional Identity formation plays a crucial role in the transition from medical student to doctor. At McMaster University, medical students maintain a portfolio of narrative reflections of their experiences, which provides for a rich source of data into their Professional development. The purpose of this study was to understand the major influences on medical students’ Professional Identity formation. Methods Sixty-five medical students (46 women; 19 men) from a class of 194 consented to the study of their portfolios. In total, 604 reflections were analysed and coded using thematic narrative analysis. The codes were merged under subthemes and themes. Common or recurrent themes were identified in order to develop a descriptive framework of Professional Identity formation. Reflections were then analysed longitudinally within and across individual portfolios to examine the Professional Identity formation over time with respect to these themes. Results Five major themes were associated with Professional Identity formation in medical students: prior experiences, role models, patient encounters, curriculum (formal and hidden) and societal expectations. Our longitudinal analysis shows how these themes interact and shape pivotal moments, as well as the iterative nature of Professional Identity from the multiple ways in which individuals construct meaning from interactions with their environments. Conclusions Our study provides a window on the dynamic, discursive and constructed nature of Professional Identity formation. The five key themes associated with Professional Identity formation provide strategic opportunities to enable positive development. This study also illustrates the power of reflective writing for students and tutors in the Professional Identity formation process.
Nico Verloop - One of the best experts on this subject based on the ideXlab platform.
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reconsidering research on teachers Professional Identity
Teaching and Teacher Education, 2004Co-Authors: Douwe D Beijaard, Paulien C Meijer, Nico VerloopAbstract:Abstract The studies considered in this review of recent research on teachers’ Professional Identity can be divided into three categories: (1) studies in which the focus was on teachers’ Professional Identity formation, (2) studies in which the focus was on the identification of characteristics of teachers’ Professional Identity, and (3) studies in which Professional Identity was (re)presented by teachers’ stories. In the studies reviewed, the concept of Professional Identity was defined differently or not defined at all. Four essential features of teachers’ Professional Identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and Professional Identity made explicit. It is argued that, in future research on teachers’ Professional Identity, more attention needs to be paid to the relationship between relevant concepts like ‘self’ and ‘Identity’, the role of the context in Professional Identity formation, what counts as ‘Professional’ in Professional Identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ Professional Identity.
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Teaching and Teacher Education - Reconsidering research on teachers' Professional Identity
Teaching and Teacher Education, 2004Co-Authors: D Douwe Beijaard, Paulien C Meijer, Nico VerloopAbstract:Abstract The studies considered in this review of recent research on teachers’ Professional Identity can be divided into three categories: (1) studies in which the focus was on teachers’ Professional Identity formation, (2) studies in which the focus was on the identification of characteristics of teachers’ Professional Identity, and (3) studies in which Professional Identity was (re)presented by teachers’ stories. In the studies reviewed, the concept of Professional Identity was defined differently or not defined at all. Four essential features of teachers’ Professional Identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and Professional Identity made explicit. It is argued that, in future research on teachers’ Professional Identity, more attention needs to be paid to the relationship between relevant concepts like ‘self’ and ‘Identity’, the role of the context in Professional Identity formation, what counts as ‘Professional’ in Professional Identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ Professional Identity.
Fadie Hanna - One of the best experts on this subject based on the ideXlab platform.
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Primary student teachers’ Professional Identity tensions : The construction and psychometric quality of the Professional Identity tensions scale
Studies in Educational Evaluation, 2019Co-Authors: Fadie Hanna, Ron Oostdam, Sabine Severiens, Bonne J. H. ZijlstraAbstract:Abstract This research aims to develop and validate an instrument for measuring primary student teachers’ Professional Identity tensions. Based on dissonance theory, we transformed existing vignettes ( Pillen, Den Brok, & Beijaard, 2013 ) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of Professional Identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The final instrument includes 34 items rated on a 5-point Likert scale measuring nine different Professional Identity tensions. Implications for future research and practice are discussed.
Alisa Hutchinson - One of the best experts on this subject based on the ideXlab platform.
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reflection and Professional Identity development in design education
International Journal of Technology and Design Education, 2018Co-Authors: Monica W Tracey, Alisa HutchinsonAbstract:Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of Professional Identity development in design. Professional Identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with Professional responsibilities, has not been widely addressed in design education either. The study investigated the use of reflective writing in an introductory design course to help students explore and interpret their design beliefs, experiences, and self-awareness in support of Professional Identity development work. The results indicate that authorial presence, analysis, and narrative quality are common qualities in reflective responses, but emotion is notably lacking from student writing. Students were highly reflective in relation to a general experience with uncertainty and were least reflective when discussing ideation processes. Implications for design education and related research are analysed and discussed.