A systematic review of professional identity in sport psychology

Quartiroli, Alessandro; Wagstaff, Chris; Martín, Daniel Ruiz; Tod, David

doi:10.1080/1750984x.2021.1998577

Cited by 12 publications

(1 citation statement)

References 61 publications

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“…Nonetheless, the internship is instrumental in cultivating teachers' occupational commitment among student teachers, according to multiple studies [22], consistent with what we found. An internship allows trainee teachers to deal with an actual teaching scenario that requires interaction with students, instructors, and the inner self [23], and positive communication helps shape a professional identity [24]. Professional identity is a dynamic process to establish teachers as a profession by continuously renewing and blending professionalism, beliefs, values, and behaviors [25].…”

Section: Discussionmentioning

confidence: 99%

A Comprehensive Analysis of Teacher’s Professional Identity in Physical Education Undergraduates Based on Artificial Intelligence

Luo

2022

Mobile Information Systems

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Physical education (PE) teachers are instrumental in advancing China’s curriculum reform and promoting the wellness of adolescents, and the professional identity of these instructors represents the jumping-off point and drive of the occupation. This paper employed the implicit association test (IAT) based on the neural network model and the questionnaire survey method to compare the implicit and explicit stereotypes of teachers’ occupational commitment from the perspectives of college students majoring in PE. Moreover, the deep-learning-based intelligent methods of BERT and BiLSTM were used to capture and analyze the comments on open-source social media platforms to present the explicit main concerns that PE majors have about their professional identity. The findings showed the following: (1) the overall explicit and implicit career identity of PE majors turned out to be positive; (2) the implicit professional identity trended upward as the grade grew, whereas the explicit one went down among senior students; (3) specialized social practices were conducive to the increase in teacher professional identity among PE undergraduates; (4) urban students recognized PE teachers as a committed occupation more than their rural counterparts do; (5) training time was correlated to positive teacher professional identity; (6) male students were more likely to see PE teachers as a capability-centered occupation, while female students had a stronger affective commitment; (7) state PE policies helped elevate teacher professional identity; (8) the low social status of PE teachers and insufficient on-campus professional training were of major concern to develop PE majors’ teacher professional identity; and (9) most PE students pursued their prospective professional career for material gain.

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Section: Discussionmentioning

confidence: 99%