Professional Identity Development Theory and Doctoral Education

Autor/in	Colbeck, Carol L.
Titel	Professional Identity Development Theory and Doctoral Education
Quelle	In: New Directions for Teaching and Learning, (2008) 113, S.9-16 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.304
Schlagwörter	Doctoral Programs; Faculty; Self Concept; Role; Individual Development; Professional Development; Identification; Context Effect; Academic Rank (Professional) + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Academic Staff; Lehrkörper; Selbstkonzept; Rollen; Individuelle Entwicklung; Identifikation; Identifizierung
Abstract	Students learn their chosen profession's abstract body of professional knowledge and its associated skills during lengthy degree programs and apprenticeships. In the process, each student is crafting a sense of identity as a particular type of professional. The period of doctoral preparation is particularly important because although identity is resistant to change, adaptations to one's sense of self are more likely to occur when one is transitioning to a new role. In this article, the author uses identity and professionalization theories to explore how doctoral students develop identities as professionals and how their educational contexts shape the nature of their professional identities as integrated or fragmented. The author also discusses the implications of integrated or fragmented identities for their future careers as faculty members as well as for the academic profession as a whole. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10