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Due to the importance of medical students in the buildup of the health system and the influence of professional identity in their study, the aim of the study is to focus on the impact of academic satisfaction and professional identity on Chinese medical students during their career transformation, taking into consideration other factors that play a role in this relationship. 735 junior and senior medical university students from two training hospital were surveyed by using a cluster sampling method. The questionnaire included academic satisfaction scale, career transition psychological scale, simple coping style questionnaire and professional identity questionnaire. Pearson correlation and process plug-in model 6 were used for chain mediation analysis. The results show that in the career transition period, there is a direct relationship between academic satisfaction and career identity, and a chain intermediary relationship between academic satisfaction and self-confidence and coping style. In addition to our findings, we also assert that academic satisfaction has a direct impact on self-confidence and positive coping style in the transition period, and is a predictor of professional identity, whether directly or through the chain intermediary of self-confidence and coping style in the transition period. The results showed that academic satisfaction was sequentially associated with increased self-confidence, and then increased positive coping styles, which resulted in higher professional identity among medical students. [ABSTRACT FROM AUTHOR]

The Australian Early Years' Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education settings as democratic learning spaces. This paper contributes to this endeavour by exploring the participatory pedagogies exercised by adults and children to re-imagine mealtimes in an Australian birth-five setting. The research employed relevant aspects of Dewey's experiential education theory, case study and multiple perspectives to provide a holistic view of participants' various lived experiences. The paper critically examines elements within early childhood educators' professional identities and discourses that enabled and constrained one setting's reimagining and transformation of their micro-everyday practice of mealtime. Findings demonstrated how bringing multiple perspectives into dialogue was significant to participants' journey in prioritising democracy in mealtime experiences. This research also highlights the importance of recognising the pedagogical role of the physical environment, and the leveraging of positional leadership. [ABSTRACT FROM AUTHOR]

Medical students' efforts to learn person-centered thinking and behavior can fall short due to the dissonance between person-centered clinical ideals and the prevailing epistemological stereotypes of medicine, where physicians' life events, relations, and emotions seem irrelevant to their professional competence. This paper explores how reflecting on personal life experiences and considering the relevance for one's future professional practice can inform first-year medical students' initial explorations of professional identities. In this narrative inquiry, we undertook a dialogical narrative analysis of 68 essays in which first-year medical students reflected on how personal experiences from before medical school may influence them as future doctors. Students wrote the texts at the end of a 6-month course involving 20 patient encounters, introduction to person-centered theory, peer group discussions, and reflective writing. The analysis targeted medical students' processes of interweaving and delineating personal and professional identities. The analysis yielded four categories. (1) How medical students told their stories of illness, suffering, and relational struggles in an interplay with context that provided them with new perspectives on their own experiences. Students formed identities with a person-centered orientation to medical work by: (2) recognizing and identifying with patients' vulnerability, (3) experiencing the healing function of sharing stories, and (4) transforming personal experiences into professional strength. Innovative approaches to medical education that encourage and support medical students to revisit, reflect on, and reinterpret their emotionally charged life experiences have the potential to shape professional identities in ways that support person-centered orientations to medical work. [ABSTRACT FROM AUTHOR]

Copyright of HeilberufeSCIENCE is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study uses autoethnography to examine the development of and changes in my professional identity through my study and work experiences since I came to Australia from Japan. I am currently an academic teaching Japanese language and research in the field of applied linguistics in an Australian university. I wrote a self-narrative about my experiences and the related emotions covering the time of my arrival in Australia from Japan in 1997. Because teaching and research are the major roles in my current position, I coded the narrative for statements concerning my teacher identity and my researcher identity. After reading the narratives and repeatedly reviewing the coding, I produced stories about my teacher and researcher identities. The development and changes of my professional identity were closely linked to sociopolitical aspects of my work in my immediate teaching and research contexts and to my linguistic and cultural backgrounds. My relationships with students and research colleagues tended to trigger positive emotions and contribute to the development of a positive professional identity, whereas relationships with higher management at the university were likely to cause negative emotions and contribute to the development of a negative professional identity. [ABSTRACT FROM AUTHOR]

Many autistic women without an intellectual disability receive their diagnoses later in life. Little is understood about how gender, autism, and a late diagnosis intersect to impact the occupational identity of these individuals. Purpose: the current study aimed to explore how autistic women who received a diagnosis in adulthood describe key areas that influence the development of occupational identity. Methods: eight participants recruited from social media were interviewed through semi-structured interviews, and a reflexive thematic analysis was conducted on the rich accounts of their lived experiences. Results: three major overlapping themes included experiencing disconnection from one's own volition, striving for occupational balance, and acceptance as a protective factor within these women's lives. Subthemes were in relation to personal reconciliation around difference and the dynamic between the person, environment, and the dominant socio-cultural context. The political, social, and economic landscape perpetuating neoliberal, individualistic and ableist ideals within practice is criticised considering the lived experiences presented in the findings. Conclusion: the necessity for collective health promotion through improving the basic standard of living according to the social determinants of health is highlighted. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the relationship between perceived social support and the career expectations of vocational college students. A total of 1,497 vocational college students were recruited to complete a battery of assessments, including scales for perceived social support, general self-efficacy, professional identity, and career expectations. The results indicated that: (1) Perceived social support was a significant positive predictor of career expectations; (2) Self-efficacy and professional identity sequentially mediated the relationship between perceived social support and career expectations, thereby establishing a chain of mediation. Our findings underscore the pivotal role of a supportive and motivational environment in the initial formation of realistic career expectations. [ABSTRACT FROM AUTHOR]

With a national research-oriented atmosphere in tertiary institutions, many Chinese EFL teachers rise to the challenge by working collaboratively in professional communities, leading to increasing attention to collective agency. However, how their collective agency manifests remains underrepresented. Using a qualitative inductive method, this study investigated the manifestations of the collective agency among six university EFL teachers in a research institute of a Chinese university from a social cognitive perspective. It was found that the teachers' collective agency manifested as their ability to form a collective mode of practice that aligned their professional goals and paths, to foster a dual-natured social network that supported professional development and to maintain a shared belief in group efficacy that enhanced collaboration and collective identity. The findings point to the importance of understanding collective agency as an emergent and contextualized phenomenon filled with complexities and nuances. Theoretically, the study enriches the understanding of the dynamism and complexities of teachers' collective agency in a Chinese context and broadens the research perspectives of teacher collaboration. It also has practical implications for teachers and administrators who are seeking ways to cope with pressure in an era of research excellence. [ABSTRACT FROM AUTHOR]

Environmental activism presents an ideological dilemma for environmentally concerned scientists, who must balance traditional scientific values of objectivity and impartiality with the urgency of the climate and ecological crisis. This paper presents a critical discursive analysis of interviews with 27 scientists from 11 countries. It details the linguistic repertoires scientists draw on and the subject positions adopted to manage this dilemma. We observed that scientists employ two strategies to reconcile their professional identities with their activism: redefining the scientist identity, and reframing the work that scientists do. The subject positions adopted broadly serve to legitimize action, such as arguing that activism as a scientist is objective and rational, or that being a scientist conveys a moral duty to advocate for scientific information. By analyzing how scientists negotiate conflicting identities and values, this research offers valuable insights into fostering informed decision-making and action in addressing urgent environmental challenges. [ABSTRACT FROM AUTHOR]

The pregnancy of the therapist is an exceptional event that repeatedly gives rise to uncertainty with respect to the associated changes and how to deal with them. This article provides an overview of the influences described in the literature on patients, therapists and the therapeutic process with its typical effective factors of transference and countertransference. Based on these factors, this study attempts to approach the unique aspects of the pregnancy of the therapist, which in the author's opinion lie mainly in the change in the therapist's personal and professional identity and her new visibility. She must endure this visibility and at the same time come to terms with the realities pressing into the therapy. The challenge here is to find a balance between responding to the real problems and the processing of their importance for the patient. The article concludes with recommendations for the practice. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the face of escalating security challenges in mega-cities, law enforcement agencies worldwide seek innovative approaches to bolster public security. China, in particular, has turned to auxiliary police officers drawn from diverse segments of society to supplement primary-level public security organs. However, the utilization of auxiliary police officers has brought forth challenges, including a lack of standardized management systems. This paper, published in the Journal of the Knowledge Economy, introduces a comprehensive framework for knowledge-based professional management of auxiliary police, drawing from new public management theory and professional identity theory. The study explores legislative gaps concerning auxiliary police roles and responsibilities, emphasizing the need for central-level legislation to clarify their legal status. It advocates for standardized recruitment, training, and performance assessment processes to improve the quality of auxiliary police officers. Additionally, the paper recommends financial security measures, career development mechanisms, and the promotion of a professional subculture to enhance motivation and morale. This research critically examines the challenges faced by primary-level public security organs, focusing on Chengdu City, through empirical research and international best practices. It offers theoretical advancements by introducing concepts like "sense of professional identity" and "sense of professional belonging," enriching the understanding of auxiliary police management. The findings have significant policy implications, providing a roadmap for legislative reforms, human resource management enhancements, and incentive measures. This paper contributes to knowledge-based management approaches in law enforcement, ensuring the effective utilization of auxiliary police forces in mega-cities. [ABSTRACT FROM AUTHOR]

This article offers the reader a socio-cultural examination of a series of fundamental processes related to the construction and development of the professional teaching identity. By way of illustration, we analyse 39 subjective learning experiences reported by 12 novice teachers in Chile. The objective is to examine aspects of their experiences that facilitated or hindered changes in their identity positions. Our results suggest that the processes involved in the construction and development of identity are closely linked to their assessments of certain specific aspects of their experiences. These include (i) the material and social conditions found in highly demanding work environments; (ii) certain socio-cultural characteristics such as vulnerability in educational contexts; (iii) personal learning trajectories; (iv) interactions with students or your own experiences as students; and (v) a series of other characteristics that are not part of the situation as such, but that nevertheless influence it, such as educational policy. [ABSTRACT FROM AUTHOR]

Becoming a psychotherapy supervisor is no easy feat, and conceptual/practical material and empirical data suggest that beginning (compared to more advanced) supervisors are at their most vulnerable and most apt to struggle with issues of identity, confidence, self-efficacy, and competency development. Beginning supervisors can benefit from being helped to navigate through these normative developmental struggles and being transitionally eased into the supervisory role. We consider one way to make that transition and navigation process easier, presenting a supervisor preparation-positivity-purpose action checklist that is organized around three key areas: educating supervisees about the supervision experience; fostering positive supervisee expectations; and collaboratively formulating reasonable supervision goals. Distributed across those three areas, we identify and elaborate upon 20 specific supervisor actions that provide direction about optimizing supervision's start. We view this checklist as a 'handy tool', a useful seminar/workshop reference resource and guidance sheet for those new to the practice of supervision and for those beginning their training as supervisors. [ABSTRACT FROM AUTHOR]

Teachers' professional development agency plays an important role in the growth of special education teachers and the improvement of education quality, so it is particularly important to explore this key factor and its related influencing factors. This study investigated the association between professional identity and development agency of Chinese special education teachers as well as the mediating effect of work engagement and the moderating effect of social support in this relationship. To uncover these relationships, we used a cross-sectional survey design to collect data from 1,001 special education teachers in China on professional identity, work engagement, social support, and teachers' professional development agency, and built a structural equation model. The results revealed significant correlations: professional identity positively predicted professional development agency, with work engagement partially mediating this relationship, social support moderated the relationship via its influence on work engagement. The findings not only validate and extend the theoretical model of teachers' professional development and provide new perspectives for studying the professional development of special education teachers, but also provide practical insights for educators and policy makers to provide more specific and effective support measures to promote the professional development and professional growth of special education teachers. [ABSTRACT FROM AUTHOR]

Purpose: This systematic review aimed to determine if digital screening for mental health in pregnancy and postpartum is acceptable, feasible and more effective than standard care (paper-and pen-based screening or no screening). The second aim was to identify barriers and enablers to implementing digital screening in pregnancy and postpartum. Method: OVID MEDLINE, PsycINFO, SCOPUS, CINAHL, Embase, Web of Science, Joanna Briggs Database and All EMB reviews incorporating Cochrane Database of Systematic Reviews (OVID) were systematically searched for articles that evaluated digital screening for mental health in pregnancy and postpartum between 2000 and 2021. Qualitative articles were deductively mapped to the Theoretical Domains Framework (TDF). Results: A total of 34 articles were included in the analysis, including qualitative, quantitative and mixed-methods studies. Digital screening was deemed acceptable, feasible and effective. TDF domains for common barriers included environmental context and resources, skills, social/professional role and identity and beliefs about consequences. TDF domains for common enablers included knowledge, social influences, emotion and behavioural regulation. Conclusion: When planning to implement digital screening, consideration should be made to have adequate training, education and manageable workload for healthcare professionals (HCP's). Organisational resources and support are important, as well as the choice of the appropriate digital screening assessment and application setting for women. Theory-informed recommendations are provided for both healthcare professionals and women to inform future clinical practice. [ABSTRACT FROM AUTHOR]

Physicians and healthcare professionals are tasked with prioritizing their own self-care while also caring for patients and their complex needs within a broken healthcare system. The identity formation they experience can be directly impacted by changes in professional and personal contexts. This article examines the power of a visual work of art to create opportunities for self-reflection, expression, and vulnerability through established constructs of the "third thing in medical education" and museum-based educational approaches such as the Personal Response Tour. I then apply Marcus Bussey's framework of the 'future senses' and anticipatory aesthetics to surrealist painter René Magritte's 1966 work Decalcomania. With the added lens of personal narrative juxtaposed with Magritte's visual work, the article delves into the power of anticipatory aesthetics and the future senses as a way to envision new futures and a path forward in the midst of professional identity questioning. [ABSTRACT FROM AUTHOR]

Purpose: Due to the complexity of intimate partner violence (IPV) and the many actors involved in its social and legal responses, there is a broad consensus that collaboration is essential if IPV is to be overcome. Few studies, however, have provided details as to how these collaborations occur. Rather, research on collaboration in IPV has typically focused on a series of factors facilitating and hindering it. However, these factors are rarely articulated in a systemic, comprehensive, and integrated way. Method: To gain a better understanding of the socio-judicial response to IPV, we conducted a case study in an administrative region in the Province of Quebec, Canada. We conducted individual interviews with 37 key informants who work with people experiencing IPV. The data were subjected to deductive thematic coding as well as to intra- and inter-role matrices that cross-referenced the themes. Result: According to our findings, interagency referrals and information sharing were the most common collaborative practices reported by participants which leading us to characterize the region studied in this article as poorly integrated. Factors facilitating and hindering collaboration are discussed in relation to previous studies. Conclusion: Recommendations for cross-sectoral training, organizational policy development, and opportunities to leverage the expertise of specialized actors in IPV response systems are made. [ABSTRACT FROM AUTHOR]

Reflection helps us learn from experiences, build good doctor-patient relationships and a professional identity. It also holds an important place in the competency-based curriculum as a tool for assessment, especially for competencies that cannot be assessed by conventional means. To embed reflection in the curriculum, we need to explicitly teach how to reflect, make it a habit by integrating it into the various curricular activities, assess reflections formatively, and provide an environment that allows guided reflections, taking care of ethical and emotional aspects. In the Indian scenario, reflection is taught in faculty development programs and as a part of short-term implementation projects. A more robust and nuanced effort is required to make reflection an inseparable component of the curriculum that will empower the graduates to be competent in the true sense. [ABSTRACT FROM AUTHOR]

Blended Synchronous Learning (BSL) refers to when students located in physical classrooms learn together with peers who attend remotely, via networked digital technologies. The Covid-19 pandemic, along with ambitions to increase flexibility in learning delivery mode for students, has led to the increased implementation of BSL in tertiary education. The current evidence-base around BSL provides important principles for its use, but relatively little research has examined the experiences of teaching staff in depth. This article uses a self-study methodology to explore educators' experiences of BSL implementation in a post-graduate Initial Teacher Education course in Australia. Six teaching staff, all co-researchers for the study, contributed reflective data, and engaged in analysis and interpretation of the data via structured critical friendships. Insights related to four key themes were derived from the analysis: institutional and pedagogical factors; educator wellbeing, self-efficacy and professional identity; staffing support; and collegial professional learning. The implementation of BSL, while aligned with existing recommendations, produced significant challenges for educators in relation to institutional support and training, pedagogical practices, operation of BSL technologies, professional identity and self-efficacy. Cognitive overload was a prominent feature of the BSL teaching experience. On the whole, while drawing on existing skills and teaching experience, educators held significant concerns with the overall quality of student learning in BSL—especially for remote students. Training, practice, technical and co-teaching support, as well as collegial relationships, were important mediators of educator experience. The findings suggest that the implementation of BSL requires substantial investment in staffing, training, skill development, and opportunities for authentic, meaningful practice and prototyping. The findings also affirm the value of timely, organisationally supported and collaborative professional learning as part of BSL implementation. [ABSTRACT FROM AUTHOR]

To explore the related factors of turnover intention in clinical research coordinators (CRCs) and assess the mediating effects of professional identity on the association between job burnout and turnover intention. In China, CRC has become increasingly common among clinical trial teams in recent years. However, limited published research focused on the status of turnover intention in CRCs. We invited all the 220 CRCs currently working at Hunan Cancer Hospital located in Changsha city in the central south of China from March to June 2018. Participants were asked to complete structured questionnaires regarding basic demographic information, job burnout, professional identity and turnover intention. A total of 202 participants were included in this study, with a response rate of 91.82%. The main reason for turnover intention among CRCs was human resources, followed by communications, management and material resources (per item score in each dimension: 2.14 vs. 2.43 vs. 2.65 vs. 2.83). All the correlations among job burnout, professional identity and turnover intention were statistically significant, with coefficients ranging from −0.197 to 0.615. Multiple liner regression analysis showed that older age, longer workhours per week, and lower level of professional identity were associated with the prevalence of turnover intention among CRCs. Besides, the association between job burnout and turnover intention was fully mediated by professional identity. This study revealed the status and causes of turnover intention among Chinese CRCs. Effective measures on decreasing working time and improving professional identity should be taken in order to reduce CRCs' turnover intention. [ABSTRACT FROM AUTHOR]

Background: Increasing primary care's attractiveness as a career choice is an important task of socially accountable medical schools. Research has broadly studied influences on medical students' career choice. However, a deeper understanding of the processes behind career decision-making could support medical schools in their efforts to promote primary care careers. Objective: To explore the dynamics of career choice during medical school with a focus on primary care, based on a previously developed conceptual framework. Approach: Qualitative study using a phenomenological, inductive-deductive approach Design and Participants: Individual interviews were conducted from May 2019 to January 2020 with 14 first-year postgraduate trainee physicians, graduates of the Faculty of Medicine in Geneva, Switzerland, purposively sampled based on their interest in primary care during undergraduate studies. The interview guide was developed to elicit narratives about career-related decision-making. Two authors coded the transcripts. Thematic analysis alternated with data collection until thematic saturation was reached. Emerging themes were discussed and refined within the research team. Key Results: Two main themes emerged: (1) developing professional identity, expressed as a changing professional image from unprecise and idealistic to concrete and realistic; priorities changed from content-based to lifestyle-based preferences; (2) individual trajectories of career-related decision-making, determined by different stages of refining professional interests; students navigated this process by employing various strategies, ranging from active exploration to passive behaviors. Conclusions: This study's narrative approach illustrates the dynamic nature of career choice and refines elements of a conceptual framework previously developed by the authors. Its findings underline the importance of exploration, for which personal experiences and observations of physicians' work are crucial. To advance efforts to make primary care a more attractive career, students must be sufficiently exposed to primary care in a safe and individualized environment and should be supported in all stages of their career choice process. [ABSTRACT FROM AUTHOR]

Student teachers have become an increasingly important group in university. Some scholars have begun to study the influencing factors of student teachers' subjective well-being. However, few studies explored the potential positive factors, such as profession-related support, professional identity and gratitude, especially whether and how profession-related support affects student teachers' subjective well-being, and how this relationship varies across trait gratitude and gender. Student teachers' subjective well-being not only concerns their own mental health and personal professional development, but also concerns their future student's academic performance, lifelong learning and development, so they should be given more importance in scholarly research on well-being. Based on the conservation of resource theory, this study examines the relationship between profession-related support from significant others (teachers, parents) and subjective well-being in a sample of Chinese student teachers, and proposes a moderated moderated-mediation model to reveal the mediating (professional identity) and moderating (trait gratitude×gender) effects of this relation. A time-lagged design was used to collect two waves of data (N = 575). Results indicated that both profession-related teacher support and parent support had positive effect on subjective well-being, professional identity mediated this effect, respectively, and profession-related teacher support made slightly greater contribution to subjective well-being than parent support. Meanwhile, trait gratitude moderated the relationship between profession-related teacher support, parent support, and professional identity (two-way interaction), and this moderating effect was further moderated by gender (three-way interaction). Furthermore, trait gratitude×gender moderated the strength of the indirect effect of profession-related teacher support on subjective well-being (through professional identity), and the mediated relationship was stronger for female (versus male) student teachers who have high (versus low) trait gratitude (moderated moderated-mediation). Theoretical and practical implications and future research directions were discussed. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the relationship between social support, self-efficacy, professional identity, and willingness to practice medicine among medical students during the COVID-19 epidemic. An online questionnaire was distributed to 1,450 medical college students in Shandong Province, China. The questionnaire encompassed four dimensions: willingness to practice medicine, self-efficacy, professional identity, and social support. The study revealed that social support among medical students positively correlated with self-efficacy and professional identity. Furthermore, it showed that professional identity served as a significant mediating factor between social support and the willingness to practice medicine, while both self-efficacy and professional identity collectively acted as mediators between social support and the willingness to practice medicine. The most substantial mediating effect was from the independent mediating role of professional identity between social support and willingness to practice medicine. Additionally, the study uncovered that social support had a negative predictive effect on the willingness to practice medicine, and self-efficacy did not independently mediate the relationship between social support and the willingness to practice medicine. This study examines the COVID-19 context in China to provide a theoretical foundation and practical insights for enhancing medical students' willingness to practice medicine and bolstering the pool of healthcare professionals. [ABSTRACT FROM AUTHOR]

To explore the longitudinal trajectories of teacher emotions across the role transition and their association with emotional intelligence and teacher-student relationships. This study investigates 238 teachers reported their teacher emotions, emotional intelligence and teacher-student relationships. Latent class growth analyses revealed three trajectories of positive emotions and two trajectories of negative emotions, highlighting the heterogeneity in teacher longitudinal emotions in the role transition period. Moreover, teachers reporting higher levels of emotional intelligence at internship were more likely belonging to high-stable trajectory of positive emotions, and teachers with high-stable trajectory of positive emotions scored higher on teacher-student relationships, whereas teachers with high-stable trajectory of negative emotions scored lower on teacher-student relationships. These findings suggested that person-centered and longitudinal designs are valuable direction for theoretical studies of teacher emotions, and practically, monitoring the trajectories of teacher emotions and providing emotional intelligence training are important for teacher development. [ABSTRACT FROM AUTHOR]

This study investigated the mediating and moderating effects of peer relationships and psychological resilience on pre-service teachers' professional identities and academic burnout among Chinese college students majoring in music. A total of 512 undergraduate music students from China completed self-report questionnaires assessing their professional identity, psychological resilience, peer relationships, and academic burnout. SPSS's PROCESS macro model 4 and 7 were used to ascertain the relationship between professional identity and academic burnout, as well as the moderated mediation model. These findings indicate that psychological resilience controls the connection between the professional identity of pre-service music teachers and academic burnout. Peer relationships play a moderating role in the association between professional identity and psychological resilience. Strong peer interactions counteracted the adverse effects of reduced professional identification on psychological resilience. This study aimed to identify the primary elements associated with professional identity and academic burnout experienced by pre-service music teachers in China. It offers empirical evidence to support established theories and to further investigate the relationship between professional identity and academic burnout in music teaching. This study offers insights that can inform practical recommendations for psychological interventions that could enhance the professional identity of Chinese pre-service music instructors and alleviate academic burnout. [ABSTRACT FROM AUTHOR]

There is growing recognition that parallel processes are central components of supervision and may be a supervisor's primary source of data about a client's and a therapist's unconscious processes and the ongoing therapeutic relationship between them. The term "parallel processes" refers to the process through which unconscious conflict emerges within one dyad (supervisor–supervisee or supervisee–client) and then becomes reflected or re-enacted in another dyad of the triangle. This paper reviews the literature on parallel processes in social work, according to relational theory. Illustrated here are two case examples featuring particular types of unconscious processes generated within the supervision triad (supervisor, student, and client). In one case the process arose in treatment and was re-enacted in a supervision setting, and in the other case it arose in supervision and was re-enacted in treatment sessions. When analyzed within the setting of group supervision for supervisors-in-training these examples demonstrate some of the core components of bidirectional parallel processes in supervision and their application to social work field education. We used the relational approach and its clinical applications to help supervisors understand the student–client relationship, as well as their own involvement in the intricate interactions that develop between client and student and between student and supervisor. The examples also illustrate how the learning process in groups combines clinical and theoretical material to further the professional growth and development of supervisors and their students, with a view to improving the latters' interventions with clients through parallel processes. [ABSTRACT FROM AUTHOR]

This study examined the relationship between the sense of professional belonging and perceptions of spirituality and spiritual care among midwifery students. This cross-sectional study's sample included 194 third- and fourth-year midwifery students associated with the Faculty of Health Sciences at two universities in western Turkey. Data were collected using web-based surveys. The results indicate a positive relationship between total scores on the Midwifery Belonging Scale and scores on the Spirituality and Spiritual Care Rating Scale. As the students' spirituality and spiritual care perceptions increased, their feelings of professional belonging as midwives also increased. Therefore, including the concepts of spirituality and belonging in the midwifery curriculum can increase students' spiritual perceptions and sense of professional belonging, thereby enhancing the quality of the care they ultimately provide. [ABSTRACT FROM AUTHOR]

Background: Community health agents (CHAs) provide basic health services and increase health care access thereby improving health outcomes for peri-urban regions in Peru. Few studies analyze the effect that becoming a CHA has on women's interpersonal interactions. We aim to explore the impact CHAs may have on gender and social norms through their roles as trusted leaders in male-dominated communities. Methods: We conducted six 90-minute group discussions with CHAs working in Huancayo and Trujillo, Peru. We designed the discussions to extract data about family and community norms that changed as a result of working as a CHA. Results: A total of 53 female CHAs participated in six discussion groups. CHAs reported shifting family support (a change in how their family supported them in their role as a CHA), gaining status within their family (feeling more valued for their knowledge and experience), and shifting family gender roles (men and boys taking on more household responsibilities) as a result of their work. CHAs also reported a change in community norms and felt they were more valued and respected within their communities as women leaders. Conclusions: Working as a CHA creates an opportunity to enact social change through altering family dynamics and community perceptions. Moreover, empowering women to become CHAs not only generates tangible benefits in community health, but can help create social change that ultimately improves the lives of women and realize their human rights. [ABSTRACT FROM AUTHOR]

In recent decades, school choice has become a characteristic feature of urban school systems and, like students, teachers must choose among schools with various characteristics. Such decisions become new sites for teachers to enact their professional identity. This study uses qualitative data to explore the identity negotiations of 26 teachers employed in six choice high schools in Preston, a large Northeastern city. Sample teachers worked in schools that varied based on sector (public vs. charter), enrollment mechanism (neighborhood, lottery, selective), and model (progressive, highly structured). Drawing on the concept of a role identity standard—a goal against which a person judges themselves—we found that teachers in our sample held themselves to a standard that either emphasized instruction or social justice. Some viewed their school as conducive to enacting their role identity standard. These teachers were generally satisfied with their school and conceptually supportive of school choice. However, most teachers in our sample adhering to a justice-based teacher identity standard described incongruence between some aspect of their chosen school and their professional identity. This conflict created stress and drove teachers to re-frame aspects of their chosen school so that remaining there felt more consistent with their professional identity. [ABSTRACT FROM AUTHOR]

A considerable body of work now exists on the role that identity plays in understanding teachers and teaching. Developing and sustaining teacher identities in higher education can, however, be challenging given the subordinate positioning of teaching in some educational contexts. Despite the growth of English for Academic Purposes (EAP) programmes in many parts of the world, recent research suggests that EAP practitioners are especially vulnerable to being assigned marginalized identities within the academy. Therefore, this paper reports the results of a study which used a short story approach to investigate the tensions and triumphs one EAP practitioner in Hong Kong experienced in constructing her language teacher identities (LTIs). Findings suggest that her identity tensions and struggles take place across space and time and play out at different scales, including classrooms, educational institutions, and within broader societal discourses. However, the short stories presented in this paper speak not only of tension and struggle, but also of determination and resilience to construct LTIs in the academy. Consequently, the results of this study can help to raise awareness amongst stakeholders, including policy makers, leaders of higher education institutions, and language teaching practitioners, of how they can support and sustain the construction of LTIs within the academy. Implications for professional learning for language teaching practitioners and suggestions for future research are considered. [ABSTRACT FROM AUTHOR]

Partnerships between school counsellors and parents can improve students' wellbeing and learning outcomes. School counsellors are well placed to take on central roles in the development and maintenance of such partnerships. However, research is limited on counsellor-parent partnerships in the Philippines, where the professional identities of school counsellors are less well developed. We interviewed 13 private school counsellors to explore how perceptions of their professional identities influence practices related to school-home partnerships and conducted a thematic analysis on the data. Our findings suggest that effective partnerships are supported by counsellors' beliefs about the importance of such partnerships, and to some extent by schools' recognition of the value of counsellors. However, partnerships are undermined by counsellors' unclear and inappropriate roles and their low status. Cultural characteristics also impede effective partnerships. School counsellors in the Philippines need a well-defined role aligned with their competencies, scope of practice, and code of ethics and may need to be more empowered by principals to develop counsellor-parent partnerships in culturally appropriate ways. [ABSTRACT FROM AUTHOR]

Narrative medicine has become a meaningful solution to promote medical students' professional and personal growth. However, there is a lack of study on how students benefit from the narrative medicine approach when developing identities. This study aimed to establish and implement an integrated English reading and writing curriculum based on collaborative reflection and discussion using the narrative medicine approach, exploring how students presented and constructed physician identities by performing speech acts. First-year undergraduate students majoring in clinical medicine were recruited. Collaborative reflection and discussion were conducted in the integrated course involving 14 pieces of medical-related narrative works, along with essential elements that guided the students to engage in classroom activities. In the following analysis, the qualitative analysis software NVivo was used to identify the main speech acts and their frequency to analyze students' perception and recognition of different physician identities. Our analysis presented 33 major speech acts and revealed their frequency and characteristics, which we summarize in five interrelated physician identities. The fine-grained analysis showed how these identities were influenced by the narrative medicine approach, which provides enlightenment for supporting students to develop their professional identities. Another unique contribution of this study was to present the teaching basis and essential elements in an integrated humanistic curriculum. The results helped clarify the relationship between speech acts and physician identity and suggested that collaborative reflection and discussion using the narrative medicine approach improved the humanistic component that was in short supply in medical education through its interdisciplinary advantages, thus promoting professional identity development that can lead to higher-quality medical and emotional care. [ABSTRACT FROM AUTHOR]

The academic landscape in China has undergone a profound transformation, shifting from a spiritually rooted vocation to a model driven by managerial efficiency, catalyzed by market reforms that dismantled the traditional, centrally planned system. This seismic shift has forced scholars to adapt to a performance-oriented environment, leading to significant transformations in their professional identities. Contemporary literature, primarily centered on Western role-theory perspectives, often fails to capture the intricate cognitive dynamics that shape academic identities under the varied influence of power dimensions. This study addresses this gap by exploring how Chinese academics' identities are constructed amidst a complex interplay of power dynamics, external changes, and internal motivations, moving beyond simplistic group-level categorizations. Employing an intersectional approach within a multidimensional organizational power framework, this research utilizes case study methods to probe deeply into the multiple identities of academics in the Business Management discipline across various Chinese higher education institutions. The study reveals a dynamic interplay among multiple power dimensions, including American research hegemony, industrialization of academic governance, self-regulation, and rebellion against 'academic games'. These forces collectively shape distinct identity modules among Chinese academics: fanatic convert of American research, career survivor, diligent game player, and career retreater, each responding uniquely to the evolving academic pressures. This research significantly enhances our understanding of academic identity construction by extending beyond traditional role-based analyses to encompass a broader spectrum of cognitive processes. It highlights the nuanced intersectionality of academic identities, effectively integrating structuralist perspectives with personal agency. This comprehensive examination provides critical insights into the development of Management disciplines, university governance, and professional practices within the academic community in China. [ABSTRACT FROM AUTHOR]

Based on the conservation of resources theory, this study examines how the occupational stigma perception among dirty work practitioners affects their choice of emotional labor strategies, and explores the mediating role of ambivalent occupational identification, as well as the moderating role of leaders' emotional intelligence. The study surveys 449 aged care workers at two different time points, and the findings indicate that occupational stigma perception has a positive influence on surface acting and a negative influence on deep acting. Additionally, ambivalent occupational identification serves as a mediator between occupational stigma perception and emotional labor. Furthermore, leaders' emotional intelligence moderates the relationship between ambivalent occupational identification and emotional labor, as well as the mediating role of ambivalent occupational identification in the relationship between occupational stigma perception and emotional labor. This study contributes to the literature by presenting and validating the pathway through which occupational stigma perception affects employees' emotional labor, and provides management suggestions for coping with the negative effects of occupational stigma. The findings have important theoretical and practical implications for organizations and managers in effectively managing emotional labor among employees. [ABSTRACT FROM AUTHOR]

Career adaptability is an important psychological resource to measure the career development of secondary vocational school students, and it has an obvious relationship with the antecedent variables such as professional identity. However, it remains unclear how professional identity is associated with career adaptability profiles. Using latent profile analysis, this study employed to identify career adaptability profiles among Chinese vocational secondary school students, and explored the relationship between these adaptability profiles and the antecedent variable of professional identity. 630 Chinese secondary vocational school students (453 for boys; 177 for girls) participated in the study. There were three career adaptability profiles identified among Chinese secondary vocational school students: (1) Low career adaptability; (2) Median career adaptability; and (3) High career adaptability. Students who are more engaged in their professional identity—in terms of cognition, affect, and planning—are more likely to have high levels of career adaptability. It indicated that students with a higher professional identity are more likely to belong to higher career adaptability groups. The study broadens our understanding of career adaptability and offers useful insights for school career education and interventions. [ABSTRACT FROM AUTHOR]

Underrepresented students in medicine (URM) have more negative perceptions of the medical school learning environment (LE), a phenomenon that can contribute to higher rates of burnout and attrition in these populations. The hidden curriculum (HC)—defined as a set of values informally conveyed to learners through clinical role-modeling—is a LE socialization construct that has been critically examined for its role in shaping students' professional identities. Yet differences in how URMs and non-URMs experience the HC remain underexplored. The study used a pragmatic approach that drew on elements of grounded theory and employed both deductive and inductive reasoning. Investigators conducted qualitative, semi-structured interviews with a purposive sample of 13 URM and 21 non-URM participants at a Bronx, NY medical school. Interviews examined student experiences and reactions to the HC. Both cohorts witnessed patient disparagement and mistreatment. However, from these encounters, URM participants expressed more moral injury—the adverse emotional consequence of feeling pressured to accept ideologically incongruent values. URMs were also more likely to describe resisting the HC. Differences in group reactions appeared to arise from URMs' identity resonance with patients' lived experiences. Participants across cohorts emphasized increasing URM recruitment as one step toward mitigating these circumstances. URM participants experienced more distress and offered more resistance to the HC relative to non-URMs. The etiology of these differential reactions may stem from relative barriers in negotiating personal and professional identities. As such, URMs' perceptions of the LE may be adversely impacted given their more negative interactions with the HC. [ABSTRACT FROM AUTHOR]

This paper draws on an institutional logics perspective to illuminate a hitherto underexplored context for CSR professional identity construction. It draws on an empirical study of 65 CSR professionals in South Korea and aims to deepen our understanding of CSR professional identity construction by investigating the contested nature of the CSR professional field between, on the one hand, societal-normative expectations of the profession, and, in the absence of stable professional logics, CSR professionals' desired professional identity, on the other. Our study reveals how CSR professionals engage with, and respond to, this complexity through constructing one of three distinctive professional identities based on different logic constellations. This process reveals a snapshot of professional logics 'in-the-making'. [ABSTRACT FROM AUTHOR]

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Background: Studying science identity has been useful for understanding students' continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students' science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers—undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields—to characterize how they recognized themselves as science researchers. Results: Early career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as "science identity assessments", in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs' conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs' conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs' identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers. Conclusions: We synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs. [ABSTRACT FROM AUTHOR]

This research addressed the critical gap in understanding the procedure of professional identity reconstruction among university lecturers in Iran during the pandemic. Over the course of two academic semesters, this study utilized a dynamic theoretical framework to investigate the intricacies of how 41 Iranian university English teachers reconstructed their professional identities. Data were collected through a dynamic methodological framework, comprising: semi-structured interviews conducted monthly, focus group interviews held every 3 months, and participants' reflective journal entries collected every 2 weeks. Text mining techniques and content analysis, through KH Coder 3.0, were employed to explore the nuanced aspects of teachers' identity reconstruction, focusing on contextual elements, agency, and pedagogical practices. The use of KH Coder 3.0 software for word co-occurrence and word association analysis revealed that university lecturers reconstructed their professional identities in response to the challenges posed by two main factors: (1) adapting to new educational contexts and (2) overcoming difficulties in teacher–student communication caused by the abrupt shift from traditional in-person education to online schooling. Through their practical experiences, educators emerged as proactive problem solvers, receptive adapters, and confident professionals. These findings carry implications for educational institutions and teacher educators, emphasizing the importance of prioritizing pedagogical systems that encourage teachers to excel in hybrid teaching contexts, fostering proficiency in online communication and virtual teaching methods. [ABSTRACT FROM AUTHOR]

The global mobility and migration of teachers has affected the education environment worldwide. This study examines the professional transition of immigrant teachers and finds that teacher professional identity is a critical element in a complex process of professional transition. Using a qualitative inductive approach, this study reports on the professional transition experiences of ten teachers who migrated from Asia to Australia. Findings revealed that teachers' employment status, skills and knowledge, perceived social position, and beliefs and attitudes towards teaching are significant elements of teacher identity that either enable or inhibit immigrant teachers' professional transition. The findings relate to previous research and offer an enhanced understanding of how policymakers and educational leaders can support overseas teachers as they transition into schools within the Australian context. [ABSTRACT FROM AUTHOR]

The classification of fish species has become an essential task for marine ecologists and biologists for the estimation of large quantities of fish variants in their own environment and also to supervise their population changes. Different conventional classification is expensive, time-consuming, and laborious. Scattering and absorption of light in deep sea atmosphere achieves a very low-resolution image and becomes highly challenging for the recognition and classification of fish variants. Then, the performance rate of existing computer vision methods starts to reduce underwater because of highly indistinct features and background clutter of marine species. The attained classification issues can be resolved using deep structured models, which are highly recommended to enhance the performance rate in fish species classification. But, only a limited amount of fish datasets is available, which makes the system more complex, and also, they need enormous amounts of datasets to perform training. So, it is essential to develop an automated and optimized system to detect, categorize, track, and minimize manual interference in fish species classification. Thus, this paper aims to suggest a new fish species classification model by the optimized recurrent neural network (RNN) and feature fusion. Initially, standard underwater images are acquired from a standard database. Then, the gathered images are pre-processed for cleaning and enhancing the quality of images using "contrast limited adaptive histogram equalization (CLAHE) and histogram equalization". Then, the deep feature extractions are obtained using DenseNet, MobileNet, ResNet, and VGG16, where the gathered features are given to the new phase optimal feature selection. They are performed with a new heuristic algorithm called "modified mating probability-based water strider algorithm (MMP-WSA)" that attains the optimal features. Further, the optimally selected features are further fed to the feature fusion process, where the feature fusion is carried out using the adaptive fusion concept. Here, the weights are tuned using the designed MMP-WSA. In addition, the fused features are sent to the classification phase, where the classification is performed using developed FishRNFuseNET, in which the parameters of the RNN are tuned by developed MMP-WSA for getting accurate classified outcomes. The proposed method is an effective substitute for time-consuming and strenuous approaches in human identification by professionals, and it turned as a benefit to monitor the biodiversity of fish in their place. [ABSTRACT FROM AUTHOR]

Inherent in every clinical preceptor's role is the ability to understand the learning needs of individual trainees, enabling them to meet their potential. Competency-based medical education frameworks have been developed to this end, but efforts to identify behaviours and activities that define competence are based on mapping knowledge, skills and ability, which can be difficult to integrate into a comprehensive picture of who the trainee is becoming. Professional identity formation, in contrast, prioritizes attention to who trainees are becoming, but provision of detailed guidance to preceptors on how to best support this form of development is challenging. The tension that results limits our ability to optimally support learners as strengths in competency development may mask professional identity development gaps and vice versa. To address this tension, this paper examines how the theory of threshold concepts – troublesome ideas that, once appreciated, fundamentally change how you understand and approach a particular activity – can shine light on professional identity formation and its relationship with developing competence. The recognition and identification of threshold concepts is offered as a means to improve our ability to identify, discuss and support behaviours and actions that impact the learner's capacity to act competently as they develop their identity at various stages of training. [ABSTRACT FROM AUTHOR]

Higher education institutions are increasingly moving from traditional education approaches to incorporate online and distance learning (ODL) models, and this represents a substantial educational challenge for many educators. One way to support this challenge is by providing appropriate professional development (PD) for the design of ODL. Based on models from the Open University, UK this paper contends that PD for the design of ODL should align learning design frameworks with constructivist and student-focused pedagogies to manage the change to the professional teaching identities of participants that designing ODL represents. Robust professional identities are important for mitigating anxiety, embedding lasting change and leveraging the benefits of ODL for institutions and students. In this study, the rationale, model, and strategies of the Learning Design and Course Creation Workshop, based on current literature and participant feedback gathered immediately after instances of the PD was completed in China, are described. Evidence and examples of impact gathered from a second instrument, gathered after implementation, is also provided, and discussed in this context. The findings and conclusions will be of interest to those tasked with providing PD to support educators faced with rapid educational change, particularly as a response to the global demand for the design of ODL. [ABSTRACT FROM AUTHOR]

To explore the effect of a combination of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) with modularization teaching in the context of clinical instruction in trauma care. A total of 244 nursing students who participated in clinical practice in orthopaedic wards from March 2020 to April 2022 were divided into two groups that received the same trauma care teaching content. The control group (n = 119) used the traditional teaching approach, and the experimental group (n = 125) utilized a combination of TeamSTEPPS with a modularization teaching model. A questionnaire was used to assess students' theoretical knowledge, practical skills, self-concepts and professional benefits after one month with the goal of determining their end-of-course performance. The theoretical knowledge scores obtained by the control group and the experimental group were 89.56 ± 4.06 and 91.62 ± 2.84, respectively, and these results were statistically significant (P < 0.05). Students preferred the combination of TeamSTEPPS with the modularization teaching model to the traditional instructional method in terms of practical skills, professional self-concepts and professional benefits (P < 0.05). The application of the combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care made significant contributions to nursing students' mastery of theoretical knowledge and practical skills, enhanced their sense level of professional identity, instilled a correct occupational ideology in such students, and enhanced the professional benefits they were able to obtain. [ABSTRACT FROM AUTHOR]

This study takes a transformative learning lens to gain insights into Western foreign teachers' identity as educators and professional confidence in online teaching at a Sino-British university. The biographical narrative interpretive method was used for data collection and analysis. The researcher gathered critical incidents during the pandemic through in-depth interviews with six Western foreign teachers. Western foreign teachers encountered dual-dimensional challenges: one related to cultural differences in teaching and the other caused by a shift to online teaching. Western foreign teachers' belief in their professional identity as educators anchored by their pedagogical and curricular rationales helped them overcome workplace challenges. Through action-taking and critically reflecting on their experiences, Western foreign teachers gained skills and competencies that promoted their confidence in transnational education. This study developed a framework to explain teacher identity as educators and professional confidence development in teaching as an iterative process led by transformative learning. The reflective practice serves as a medium to help Western foreign teachers construct experiences in unfamiliar situations. The study makes a practical contribution to understanding Western foreign teachers' professional development, which can be used for recruitment and retention. [ABSTRACT FROM AUTHOR]

Through the lens of social identity theory, this work aims to investigate the impact of servant leadership on employee resilience during the COVID-19 pandemic and to explore their underlying mechanisms through two types of social identity: organizational identification and professional identity. To test our hypotheses, an online survey was conducted via a large number of 703 employees working in public organizations in southwest China. Results yielded from the structural equation modeling analysis via AMOS (24.0) indicated that the effect of servant leadership on employee resilience was fully mediated by organizational identification and professional identity, respectively. Besides, the association between servant leadership and employee resilience was sequentially mediated from organizational identification to professional identity, and from professional identity to organizational identification. This study provides the first evidence of the predictive effect of servant leadership on employee resilience through organizational identification and professional identity, highlighting the significance of social identity for building and maintaining employees' resilience in coping with challenges posed by COVID-19. [ABSTRACT FROM AUTHOR]

Vocational identity develops through the complex and dynamic interactions of the subdimensions of identity. A four-wave longitudinal study was conducted to investigate how each subdimension (in-breadth exploration, in-depth exploration, commitment-making, identification with commitment, career flexibility, career self-doubt) of each of the three processes of vocational identity (exploration, commitment, reconsideration) interacts across time during the emerging adulthood. The participants were full-time college students in South Korea—248 at T1, 194 at T2, 159 at T3, and 115 at T4. They rated the Vocational Identity Status Assessment four times at 6-month intervals. The results of the autoregressive cross-lagged path analysis indicated that an increase in in-breadth exploration led to a decrease in career self-doubt, which subsequently led to an increase in the subdimensions of commitment. These findings suggest a specific short-term interaction pattern for the relationship between the subdimensions of vocational identity, known only as a complex interaction. Implications, limitations, and directions for future studies are also discussed. [ABSTRACT FROM AUTHOR]

The post-pandemic era has transformed work-life boundaries, driven by factors such as working hours, an increased number of working women and single parents, the implementation of various ICTs, and the rise of flexible work arrangements. This study examines the role of female workers and entrepreneurs in establishing and managing coworking spaces (CSs) designed to improve work-life balance through flexible scheduling and location options. The challenges faced by female entrepreneurs in promoting an inclusive society and economic system are also explored, as well as the benefits experienced by independent workers and teleworkers in terms of networking, social interaction, knowledge exchange, and community building. The "She Economy" is analyzed in three stages: germination, growth, and maturity, considering challenges from both family and workplaces. This paper investigates the background of female identity and the ideological transformation of female identity in the consumption process after the pandemic, using mass media, especially female-focused media, as a lens. Finally, the paper proposes recommendations for the future development of the "She Economy" from the perspectives of communicators, women, and the social environment. [ABSTRACT FROM AUTHOR]