“Becoming what I want to be”: A Grounded Theory of Professional Identity Development through Reflection and Relationships in Work-integrated Learning
Notice bibliographique
Résumé
Although work-integrated learning (WIL) has received considerable investment from the Canadian Government and is regarded as a panacea for incorporating students into the workforce, scholars have argued that more explicit curriculum and reflection related to professional identity development is needed. Reflection is well-established in WIL curriculum, predominantly through graded written reflection assignments, but there is preliminary evidence that assessed reflections may be performative. Using a constructivist grounded theory approach, drawing on semi-structured interviews with undergraduate WIL students and instructors and discourse analysis of students’ reflection assignments and course syllabi, this study addressed the question: How is professional identity developed through reflection in WIL curriculum? Through theoretical sampling, the importance of relationships in WIL emerged as a recurring pattern. Findings are reported across patterns of professional identity, reflection, and relationships. Students and instructors conceptualized professional identity as internal or external, and in follow-up interviews, students articulated professional identity as a merging of their internal personal identity with their more external professional one. Reflection played an important role in generating, deepening, and documenting learning, but students also curated their reflections by excluding or enhancing details. Students gave compelling examples of when they reflected dialogically through relationships, finding that sharing ideas with others without worrying about how their thoughts were being documented deepened their reflection. Relationships emerged as an essential part of students’ WIL experience and professional identity development. Their role in teaching and learning, trust and support, and being part of a community, as well as the absence of relationships spanned both course and workplace contexts. Based on the patterns emerging from the data, a theory of professional identity development through reflection and relationships in WIL curriculum is proposed. The theory is contextualized in the broader literatures of WIL, professional identity development, reflection, and relational approaches. While reflection is widely recognized as an essential part of WIL, it is argued that relationships also play a key role. Suggestions for application of the theory are explored to strengthen reflection and relationships in WIL. The study’s limitations are discussed, as well as possible directions for future study.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».