Suchergebnisse

At its core, 'Flexible Learning' provision in Northern Ireland lacks a coherent developmental focus. Conversely, this paper presents an evaluation of a dedicated Voluntary Sector 'Flexible Learning' Programme, which demonstrates the efficacy of facilitating student social workers in critically reflecting upon the formation of their respective professional identities with explicit reference to the economic determinants of social justice. Moreover, Programme participants registered their strong support for a strengthened role for the Voluntary Sector in formal social work education. Consequently, and modeling key design features of this Programme, this paper proposes a systematic reform of 'Flexible Learning' provision premised upon a dedicated focus on professional identity formation. The latter may usefully also inform a critical re-positioning of social work's core curricula, anchored by an explicit anti-poverty focus, to ensure that the profession's commitment to social justice is tangibly embedded in the developmental journeys of students.

The study reveals a feature of professional identity, which influences the quality of labor capital, which in turn affects the efficient and competitive func-tioning of the economy. It is a subjective state of the individual's sense of his/her professionalism, be-longing to the professional community and the need to develop in this direction. The acquisition of the necessary qualifications and professional skills be-gins in the process of education; therefore, profes-sional identity begins to form at the university. The results of a sociological study of professional identi-ty state of university students in Ufa demonstrate an unsatisfactory level of its development: the majority of students give an average assessment of the ac-quired knowledge, skills and abilities. They note their inadequacy for practical application; more than half of students regret choosing a specialty and/or university; about a fifth of the students do not plan to work in their specialty at all, slightly more than half of the respondents do not exclude such a pos-sibility. Based on the analysis of the data presented, it was concluded that it is necessary to introduce a high-quality practice-oriented approach, innovative teaching methods, as well as special work with stu-dents into the educational process.

The roles of teachers in the classroom include ensuring that learning objectives are met when teaching and learning activities are implemented. Technology allows teachers to achieve their teaching goals, as well as support and enable students to engage in any teacher-planned activity actively. Many studies have identified factors that influence teachers to integrate technology into the classroom. Therefore, this study reviewed the literature on factors that influence the formation of teacher professional identity in integrating technology into teaching and learning. Several databases were searched to find relevant, accessible literature published between 2016 and 2019. The study found that internal and external factors, specifically, individual, technology and environmental factors, do influence the formation of teacher professional identity. This study also discusses the challenges faced by teachers in using technology in the classroom. It is hoped that this study will help researchers understand the factors that influence the formation of professional identity and the challenges encountered by teachers. These factors must be identified to ensure that technology integration can be effectively implemented for students in pursuing education in the 21st century.

This paper explores professional identity formation in undergraduate education. The paper positions professional identity formation within coloniality. A qualitative case study was conducted using critical theory as a guiding conceptual framework. Data collection included document reviews, observations and arts-based research methodologies. We present a case study of a speech-language pathology student, Aqueelah, transitioning from a traditional clinical placement to a learning site which encourages the development of an emerging practice. The paper focuses on how Aqueelah forms her emerging professional identity through her learning. We foreground the concept of "centring the self" as essential in developing patient-centred care and challenge coloniality of being embedded in clinical education. The paper argues that liminal spaces are necessary to allow students to explore different ways of thinking and doing to support new ways of being. The paper advocates for arts-based methodologies and critical reflection as essential pedagogic tools in shaping professional identity.

"Becoming a lawyer is about much more than acquiring knowledge and technique. As law students learn the law and acquire some basic skills, they are also inevitably forming a deep sense of themselves in their new roles as lawyers. That sense of self - the student's nascent professional identity - needs to take a particular form if the students are to fulfil the public purposes of lawyers and find deep meaning and satisfaction in their work. In this book, Professors Patrick Longan, Daisy Floyd, and Timothy Floyd combine what they have learned in many years of teaching and research concerning the lawyer's professional identity with lessons derived from legal ethics, moral psychology, and moral philosophy. They describe in depth the six virtues that every lawyer needs as part of his or her professional identity, and they explore both the obstacles to acquiring and deploying those virtues and strategies for overcoming those impediments. The result is a straightforward guide for law students on how to cultivate a professional identity that will allow them to make a meaningful difference in the lives of others and to flourish as individuals"--

Music therapy is listed as a profession in the EU Regulated Professions Database. This has assisted the next steps towards recognition in relevant countries and regions. The author's experience as an academic leader in music therapy training over more than two decades is used to reflect on the profession of music therapy within Europe through interrogation of concepts underpinning professional identity, training, and professional practice. Potential tensions between recognition and regulation of healthcare professions are presented and discussed. As all practice takes place in context, balancing training needs between techniques and skills, systemic national and regional policy, and institutional knowledge is crucial. Achieving this balance is not easy but is key to successful growth of practitioner knowledge, seeding student's curiosity about context and systems from the dawn of training.