Professional identity development: A review of the higher education literature

Studies in Higher Education

Volumn 37, Issue 3, 2012, Pages 365-384

  Trede, Franziska ^a   Macklin, Rob ^b   Bridges, Donna ^a  

^a CHARLES STURT UNIVERSITY   (Australia)

^b CHARLES STURT UNIVERSITY   (Australia)

Author keywords

Professional identity; Professional identity formation; Professional learning; Reflective practice; Values

Indexed keywords

EID: 84865986069     PISSN: 03075079     EISSN: 1470174X     Source Type: Journal    
DOI: 10.1080/03075079.2010.521237     Document Type: Article

References (35)

1. Albrandt Dahlgren, M., H. Hult, L.O. Dahlgren, H. Hård af Segerstad, and K. Johansson. 2006. From senior student to novice worker: Learning trajectories in political science, psychology and mechanical engineering. Teaching in Higher Education 31, no. 5: 569-86.
2. Barnett, R. 2010. Framing education for practice. In Education for future practice, ed. J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid, and F. Trede, 15-28. Rotterdam: Sense.
3. Barrow, M. 2006. Assessment and student transformation: Linking character and intellect. Studies in Higher Education 31, no. 3: 357-72.
4. Bauman, Z. 2009. Identity in a globalizing world. In Identity in question, ed. A. Elliot and P. du Gay. London: Sage.
5. Baxter Magolda, M.B. 2004. Evolution of a constructivist conceptualization of epistemological reflection. Educational Psychologist 39, no. 1: 31-42.
6. Bramming, P. 2007. An argument for strong learning in higher education. Quality in Higher Education 13, no. 1: 45-56.
7. Briggs, A.R.J. 2007. Exploring professional identities: Middle leadership in further education colleges. School Leadership and Management 27, no. 5: 471-85.
8. Chapman, P., and D. Pyvis. 2006. Quality, identity and practice in offshore university programmes: Issues in the internationalization of Australian higher education. Teaching in Higher Education 11, no. 2: 233-45.
9. Chappell, C., C. Rhodes, N. Solomon, M. Tennant, and L. Yates. 2003. Reconstructing the lifelong learner: Pedagogy and identity in individual, social and organisational change. London: RoutledgeFalmer.
10. Cherry, N.L. 2005. Preparing for practice in the age of complexity. Higher Education Research & Development 24, no. 4: 309-20.
11. Clouder, L. 2005. Caring as a 'threshold concept': Transforming students in higher education into health(care) professionals. Teaching in Higher Education 10, no. 4: 505-17.
12. Cornelissen, J.J., and A.S. van Wyk. 2007. Professional socialisation: An influence on professional development and role definition. South African Journal of Higher Education 21, no. 7: 826-41.
13. Daly, C., N. Pachler, and J. Pickering. 2003. Teacher learning and computer-mediated communication. International Journal of Learning 10: 2897-907.
14. De Weerdt, S., R. Bouwen, F. Corthouts, and H. Martens. 2006. Identity transformation as an intercontextual process. Industry & Higher Education 2, no. 5: 317-26.
15. Elliot, A., and P. du Gay. 2009. Identity in question. London: Sage.
16. Epstein, A. 1978. Ethos and identity. London: Tavistock.
17. Ewan, C. 1988. Becoming a doctor. In The medical teacher, ed. K. Cox and C. Ewan, 83-7. Edinburgh: Churchill Livingstone.
18. Giddens, A. 1991. Modernity and self identity. Stanford, CA: Stanford University Press.
19. Higgs, J. 1993. Physiotherapy, professionalism and self-directed learning. Journal of the Singapore Physiotherapy Association 14: 8-11.
20. Hunter, A., S.L. Laursen, and E. Seymour. 2007. Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education 91, no. 1: 36-74.
21. Kaartinen-Koutaniemi, M., and S. Lindblom-Ylänne. 2008. Personal epistemology of psychology, theology and pharmacy students: A comparative study. Studies in Higher Education 33, no. 2: 179-91.
22. Klenowski, V., S. Askew, and E. Carnell. 2006. Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education 31, no. 3: 267-86.
23. Knight, P., J. Tait, and M. Yorke. 2006. The professional learning of teachers in higher education. Studies in Higher Education 31, no. 3: 319-39.
24. Lave, J., and E. Wenger. 1991. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
25. Lawler, S. 2008. Identity: Sociological perspectives. Cambridge: Polity Press.
26. Paterson, M., J. Higgs, S. Wilcox, and M. Villenuve. 2002. Clinical reasoning and self-directed 1earning: Key dimensions in professional education and professional socialisation. Focus on Health Professional Education 4, no. 2: 5-21.
27. Peel, D. 2005. Peer observation as a transformatory tool? Teaching in Higher Education 10, no. 4: 489-504.
28. Pettifer, A., and L. Clouder. 2008. Clinical supervision: A means of promoting reciprocity between practitioners and academics. Learning in Health and Social Care 7, no. 3: 168-77.
29. Pill, A. 2005. Models of professional development in the education and practice of new teachers in higher education. Teaching in Higher Education 10, no. 2: 175-88.
30. Rappoport, L., S. Baumgardner, and G. Boone. 1999. Postmodern culture and the plural self. In The plural self: Multiplicity in everyday life, ed. J. Rowan and M. Cooper, 93-106. London: Sage.
31. Reid, A., L.O. Dahlgren, P. Petocz, and M.A. Dahlgren. 2008. Identity and engagement for professional formation. Studies in Higher Education 33, no. 6: 729-42.
32. Trede, F., and S. Loftus. 2010. Hermeneutic research: Exploring human understanding. In Researching practice: A discourse on qualitative methodologies, ed. J. Higgs, N. Cherry, R. Macklin, and R. Ajjawi, 185-95. Rotterdam: Sense.
33. Van Manen, M. 1999. The practice of practice. In Changing School, changing practices: Perspectives on educational reform and teacher professionalism, ed. M. Lange, J. Olsen, H. Hansen, and W. Bunder. Louvain: Garant.
34. Wenger, E. 1998. Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
35. West, C., and A. Chur-Hansen. 2004. Ethical enculturation: The informal and hidden ethics curricula at an Australian medical school. Focus on Health Professional Education 6, no. 1: 85-99.