Year: 2015
Type: dissertation
Abstract: For college instructors who have moved from industry to teaching in adult education, developing a professional identity is a continuing process. This study examines the experience of nine instructors who transitioned from industry to teaching adults in a technical and vocational (TVET) Canadian college in the Middle East. The purpose of the research was to explore the way instructors form a sense of professional identity. The study also explored how education and experience in industry contributes to and/or influences instructors’ formation of professional identities. Lastly, it examined how participation in professional development activities forms instructors’ professional identity. To form a professional identity, instructors must reflect on their attitudes, behaviour, and motivation. This reflection is necessary for instructors to understand their decision-making and any changes in their professional identity. Instructors’ examination of personal and professional experiences illuminates their self-knowledge and their role in the academic community. Critical reflection helped participants to know what they needed to develop a professional identity, which has implications for instructor education and professional development design. Findings indicated that where college instructors had formed a professional identity it grew from a continuum of experiences rather than a single shift in perspective. Instructors first recognized themselves as instructors; identity formation and development were influenced by PD activities and collegial, managerial, and institutional relationships. A model of professional identity development shows an active process of creation, interpretation, negotiation, and reflection.
DOI: 10.11575/prism/24838
Author: Hayden, Paula Diane
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1791480170