Professionalization: A politics of identity

Wilson, Arthur L.

doi:10.1002/ace.33

Cited by 5 publications

(3 citation statements)

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“…Mandatory professional training (or the lack of it) also has a great impact on the development of professional identity. According to researchers in this area, professional identity develops in professional communities (Bimrose & Brown, 2019) and during professional training and practice, which adds great value to the significance of professional preparation (Bierema, 2011;Reischmann, 2010;Wilson, 2001). Apart from enhancing knowledge and competences, professional training contributes to the formation and stabilisation of reflexive views and professional identity (Karm, 2007), which develops by way of environmental interactions and experience (van Dellen & Cohen-Scali, 2015).…”

Section: Professionalisation Of Ale To Gain the Status Of A Professio...mentioning

confidence: 99%

“…In this regard, training professionals at university level may be considered as a stage along the road to professionalism (Egetenmeyer & Käpplinger, 2011). Academic studies support significant inter-and intrapersonal processes, which have an effect on professional values, self-awareness, and the worldview professionals formulate (Karu & Jõgi, 2014), as well as the development of professional identity and personal competences (Semrau et al, 2016;Wilson, 2001).…”

Section: Years Of Training Adult Learning Professionals In Hungarymentioning

confidence: 99%

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Pretekli in sodobni razvoj profesionalizacije učenja in izobraževanja odraslih na Madžarskem

Beszédes,

Farkas

2023

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The purpose of this study is to provide a descriptive analysis of the characteristics of adult learning and education as a profession in Hungary, with a particular emphasis on the professionalisation of the profession and its practitioners. In the study, we seek to answer the question of what the main characteristics of adult learning and education are and whether it can be classified as a profession in Hungary according to traditional theories of the profession. The topic was examined in detail along the lines of relevant literature and data obtained from content analysis of primary source documents. The study shows that the legitimacy of adult education in Hungary remains unclear, which is reflected in the context of the social prestige of adult education, its legislative environment, and the professionalisation of adult learning professionals, which have undergone many structural changes over the past nearly seven decades.

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Section: Professionalisation Of Ale To Gain the Status Of A Professio...mentioning

confidence: 99%

Section: Years Of Training Adult Learning Professionals In Hungarymentioning

confidence: 99%

Pretekli in sodobni razvoj profesionalizacije učenja in izobraževanja odraslih na Madžarskem

Beszédes,

Farkas

2023

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“…Daley (2000) and Mott (2000) suggest further that practitioners make knowledge meaningful by establishing connections through continuing education, their previous experiences, the contexts in which they find themselves and their perceptions of their contexts. Hence, this process is about how one develops the ability to reflect, and is an essential learning dimension to be incorporated into both practitioner and continuing education efforts (Schön 1983;Wilson, 2001).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Post-tenure Apex: Unrewarding, Unproductive, Unhappy. Is Continuing Learning a Remedy for Mid-Career Misery?

Anuik¹

2021

johepal

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Academics who are in mid-to late-stages of their career are often overlooked as participants when leaders of higher education are planning continuing learning opportunities. The reasons are varied but typically originate from a lack of understanding about this long and important phase in an academic's career. Prior research has reported that a crisis can happen at this career apex, illustrating a need for continuing learning. Many academics who move into midcareer encounter issues such as plateauing (e.g., no longer finding new research results), career disappointments (e.g., no longer able to attain research funding), and changing perspectives about their priorities (e.g., publication outputs are no longer a priority). The purpose of this study was to extend our understanding of the value of continuing learning for mid-to late-career faculty. We conducted a study on the perceived value and impact of continuing learning for mid-to late-career academics. Our findings indicate that when development centres are planning activities for mid-to late-career faculty, it will have the greatest value when (a) based on careerstage appropriate needs (e.g., high priority areas identified); and (b) activities are directed to mid-to late-career academics. While prior research has shown that interaction and collaboration are important for mid-to late-career academics, findings from this study indicate technical and practical knowledge are a higher priority.

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Critical Gaps in Understanding the Clinician–Scientist Workforce: Results of an International Expert Meeting

et al. 2019

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Dr. Francis Collins, NIH Director, convened and charged the Physician-Scientist Workforce Working Group (PSW-WG) with analyzing the current composition and size of the physician-scientist biomedical workforce and making recommendations for actions that NIH should take to help sustain and strengthen a robust and diverse PSW. The need for the PSW-WG emerged from the recommendations of the Biomedical Research Workforce Working Group for strengthening the biomedical workforce. Its June 2012 report concluded that the training and career paths of physician-scientists were different than that of the non-clinician PhD workforce and that further study of this important segment of the workforce was needed.Warning bells about the health of the physician-science workforce were sounded as early as 1979 when future NIH Director James Wyngaarden observed that the physician-scientist with a medical degree was becoming "an endangered species." He had observed that MD applicants for NIH project grants represented a progressively smaller fraction of all applicants than previously, while the corresponding fraction of PhD applicants had increased dramatically. In 1996, NIH established a committee headed by David G. Nathan to make recommendations about the perceived shortfall of clinician scientists. The Nathan Committee recommended creating new career development grants for patient-oriented research and loan repayment programs to help young physician-scientists pursue research careers despite an increasing load of educational debt.In spring 2013, the PSW-WG met and established subcommittees to discuss issues confronting the physician-scientist workforce. To inform its deliberations, the PSW-WG directed quantitative analyses of NIH IMPACII and other relevant databases to answer key questions, and considered the findings from qualitative research based on focus groups and interviews with students, research deans, and early career investigators.The PSW-WG defined physician-scientists as scientists with professional degrees who have training in clinical care and who are engaged in independent biomedical research. The PSW thus includes individuals with an MD, DO, DDS/DMD, DVM/VMD, or nurses with research doctoral degrees who devote the majority of their time to biomedical research. The PSW-WG recognizes that the primary goal of professional clinical education is the training of a skilled clinical workforce in the respective areas of practice, and that the portion of such professionals devoted to research will be small. However, findings which lead to advances in practice are driven largely by the work of investigators with a variety of degrees, of whom those with clinical training contribute essential knowledge and skills.

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Professionalization: A politics of identity

Abstract: Traditionally, the profession of adult education has been defined in terms of applied technical expertise. This chapter proposes expanding that definition by forging occupational alliances, becoming reflective practitioners, and engaging more politically.

Cited by 5 publications

References 9 publications

Pretekli in sodobni razvoj profesionalizacije učenja in izobraževanja odraslih na Madžarskem

Pretekli in sodobni razvoj profesionalizacije učenja in izobraževanja odraslih na Madžarskem

The Post-tenure Apex: Unrewarding, Unproductive, Unhappy. Is Continuing Learning a Remedy for Mid-Career Misery?

Critical Gaps in Understanding the Clinician–Scientist Workforce: Results of an International Expert Meeting

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