The Development of Professional Identity in Higher Education

Continuing and Advancing Professionalism
1. Auflage 2024
ISBN: 978-1-032-52549-5
Verlag: Routledge

Buch, Englisch, 242 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 531 g

Reihe: Routledge Research in Higher Education

In this book, first-hand accounts from academics and practitioners explore the concept of "professional identity development" in the context of higher education and provide guidance to develop and enhance professionalism.

The Development of Professional Identity in Higher Education presents a new understanding of identity development. Highlighting the importance of building positive identities in the development of a professional career, it argues for a reframing of the way academics think of themselves, suggesting the role of "practitioner" as one in which there is a continuous need to develop their professionalism as it connects to their daily practices and different identities. With contributions from a range of international authors, it demonstrates how professional development can change our beliefs and perceptions of the profession itself, whether it be through on-the-job instruction aimed at making teachers/researchers better, or through "self-learning" whereby teachers and researchers learn to develop and enhance their teaching and research competency through daily activities and self-analysis.

This book will be of great interest to researchers and graduate and postgraduate students in teacher education and professional development.

Zielgruppe

Postgraduate and Undergraduate Advanced

Autoren/Hrsg.

Khine, Myint Swe

Muthanna, Abdulghani

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Part 1: Introduction  1. Teaching as a profession and professional identity development  Part 2: Approaches to Professional Identity Development  2. Development of teacher professional identity through problem-based learning programmes  3. Pre-service teachers’ emotions, challenges, and professional identity development during the practicum: A case study in Turkey  4. How the professional identity of teaching and research staff is formed at the Spanish university  5. At war with ourselves: Academic professional identity development in the aftermath of U.S. Military Service  6. ‘I am not a good teacher’: Unpacking an early-career teacher’s emotions and professional identity development during disorienting times  7. Beyond home and host country: Professional development among exiled dissidents  8. Impact of external agencies on the development of professional identity among professionals working at Spanish universities  Part 3: Reflections on Professional Identity Development  9. Forming a strong professional identity in teaching and research through concrete action pathways: swallowing the bitter pill and moving on  10. Beyond borders, languages, and disciplines: Navigating the pathways of professional development  11. Dance into difference: Spaces, places, and the in-between of academic identities  12. The role of teacher beliefs and classroom interactions on language teacher professional identity in Egypt  13. The key factors for shaping and developing professional identity in higher education  14. Academic professionalism: Meanings and self-reflections on how to continue to advance academic professionalism in higher education

Über Autor(innen)

Myint Swe Khine holds a Master's degree from the University of Southern California, USA, and the University of Surrey, UK, as well as a Doctor of Education from Curtin University, Australia. He has worked at the National Institute of Education at Nanyang Technological University, Singapore, and was a Professor at Emirates College for Advanced Education in the United Arab Emirates. He has edited several books, and the recent volume New Directions in Rhizomatic Learning: From Poststructural Thinking to Nomadic Pedagogy was published by Routledge in 2023.

Abdulghani Muthanna is an Associate Professor at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Norway. With interdisciplinary expertise in the development and reform of comparative and international (teacher) education in international contexts, his research interests include education policy, research ethics and integrity, research supervision, and academic professionalism. He is also the leader of "TEDUPO: Teacher and Educator Professionalism: https://www.ntnu.edu/ilu/tedupo" research group at NTNU.