Search

Afin d'explorer le processus peu documente du developpement de l'identite professionnelle (IP) d'etudiantes infirmieres inscrites a un continuum de formation DECBAC, huit entretiens collectifs (N = 46) ont ete analyses a l'aide de concepts issus du modele psychosociologique de l'IP (Gohier, Anadon, Bouchard, Charbonneau, & Chevrier, 2001). L'analyse de contenu a ete effectuee selon l'approche qualitative de Miles et Huberman (2003). Les situations qui conduisent a une remise en question ou minent le desir de devenir infirmiere de meme que les contextes favorables au developpement de l'IP sont precises. Il s'avere que les stages permettent la mise en pratique de l'IP anticipee dans un contexte securitaire. Les attitudes d'accueil en stage favorisent l'emergence d'une IP affirmee. Le site web devenirinfirmiere.org donne acces aux outils educatifs, aux details sur le projet et a des donnees de recherche. Mots-cles : formation, stages, identite professionnelle, etudiante, infirmiere, cegep, universite Sponsored by the Ministry of Education (Quebec), this research aims at a better understanding of nursing students' professional identity (PI). Forty-six students registered in all levels of a five-year program offered in a joint pre-university (CEGEP) and university program took part in one of the eight focus groups conducted to acquire a better understanding of the specific challenges related to PI development. Gohier et al. (2001) model of psychosocial PI development supported the analysis that made clear how clinical practicum plays a key role in the development of PI of nursing students. The website devenirinfirmiere.org provides access to educational tools, project details and research data. Keywords: internship training, professional identity, student, nurse, CEGEP, university, Introduction Bien que plusieurs etudes rapportent l'experience d'etudiantes inscrites au sein de continuums de formation infirmiere (Cameron, 2003, 2005 ; Houle, 2011 ; Menard, 2010 ; Menard, Jolin, Lachance, Saint-Pierre, [...]

The first operational definition of mentoring in organizations--offered by Kathy Kram in 1985--proposed that mentoring relationships facilitate an individual's professional development through two distinct categories of 'mentoring functions.' (1) Career [...]

In this review, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentoring, and identify the limited research-based studies o f faculty mentoring programs that currently inform our understanding of this professional development practice in American higher education. The findings indicate that the sophistication of research has not advanced over the past decade. However, evidence does suggest that academe should be cautious in overgeneralizing the findings of studies conducted in corporate cultures. Although mentoring is recognized to be contextual, only recently have investigators considered the impact of organizational culture on the effectiveness of corporate mentoring programs. More rigorous investigation of this practice in higher education is warranted. As more studies point to the need to foster an employment culture that supports mentoring, understanding faculty mentoring programs within the context of their academic cultures is critical. KEYWORDS: faculty, mentoring, mentoring programs, professional development, career development, higher education.

ABSTRACT The National Science Foundation (NSF) supported program, Delta Rural Systemic Initiative (Delta RSI), was designed to initiate and stimulate systemic reform in K-12 mathematics and science to children living [...]

The various stages of the teacher research group to experience what professional development committed to social justice looks like and sounds like over a four-year period are explored. The complex relationships between professional development and social transformation are discussed.

The contributions to this special issue of Teacher Education Quarterly introduce the reader to a powerful analytical framework through which one can reflect upon the meaning and role of environmental [...]

When teachers strengthen their content and pedagogical knowledge by participating in professional networks outside of their schools and then share that knowledge in the context of team meetings within their [...]