Unveiling novice instructional designers’ professional identity: exploring dispositions through future-oriented reflections

Abstract

Research and educational programs in instructional design in higher education have traditionally focused on knowledge and skills, with less emphasis on professional identity, particularly dispositions and aspirations. This qualitative study explores students’ professional identity and dispositions through future-oriented reflections in a foundational course of an instructional design master’s program at a large Midwest university in the United States. Data were collected over eight semesters from 2020 to 2023, involving 371 students, with 332 completing the reflections. Thematic analysis of 332 reflection essays revealed a strong sense of belonging to the instructional design field, captured ideal working fields and job titles, and categorized 52 dispositions into three main dimensions: becoming (10), being (18), and willing (24). In addition, a novice instructional designer’s professional identity profile was generated based on the findings. This study contributes to the professional education of instructional designers and promotes a deeper understanding of their roles in higher education.