Promoting the Development of Professional Identity of Gerontologists: An Academic/Experiential Learning Model

Autor/inn/en	Gendron, Tracey L.; Myers, Barbara J.; Pelco, Lynn E.; Welleford, E. Ayn
Titel	Promoting the Development of Professional Identity of Gerontologists: An Academic/Experiential Learning Model
Quelle	In: Gerontology & Geriatrics Education, 34 (2013) 2, S.176-196 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1960
DOI	10.1080/02701960.2012.718008
Schlagwörter	Experiential Learning; Educational Gerontology; Benchmarking; Graduate Study; Graduate Students; Professional Identity; Aging (Individuals); Prediction; Professional Associations; Graduates; Age; Job Satisfaction; Occupational Mobility; Career Development + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Geragogics; Geragogik; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Aging; Altern; Vorhersage; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Alter; Lebensalter; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufliche Mobilität; Berufsentwicklung
Abstract	Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students. (Contains 7 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10