ERIC Number: EJ789176
Record Type: Journal
Publication Date: 2008
Reference Count: 27
Professional Identity Development Theory and Doctoral Education
Colbeck, Carol L.
New Directions for Teaching and Learning, n113 p9-16 Spr 2008
Students learn their chosen profession's abstract body of professional knowledge and its associated skills during lengthy degree programs and apprenticeships. In the process, each student is crafting a sense of identity as a particular type of professional. The period of doctoral preparation is particularly important because although identity is resistant to change, adaptations to one's sense of self are more likely to occur when one is transitioning to a new role. In this article, the author uses identity and professionalization theories to explore how doctoral students develop identities as professionals and how their educational contexts shape the nature of their professional identities as integrated or fragmented. The author also discusses the implications of integrated or fragmented identities for their future careers as faculty members as well as for the academic profession as a whole.
Descriptors: Doctoral Programs, Faculty, Self Concept, Role, Individual Development, Professional Development, Identification, Context Effect, Academic Rank (Professional)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A