22 SES 10 D, Teaching, Learning and Assessment in Higher Education
Parallel Paper Session
Three conceptions are the basic for research such as (1) the self-determination as an educational aim (Walker, 1999) as every action and behaviour of person is stipulated by attitudes, desires, reasons and emotions that are consciously practicable in one‘s private life; (2) system of professions (Abbott, 2001) is a symbol of power and it is not static, it reflects changes in jurisdiction; construction and content of professional knowledge is determined by professional activities of profession; (3) symbolic interaction (Blumer, 1969) states social experience of a person and it allows constructing the experience-based categories.
PI might be described as person’s feeling of being professional, self-perception as professional, and constant but also reflective to an external stimulation structure of personality which is based on this feeling (Dobrow & Higgins, 2005). PI concept is connected to variety of other concepts such as professionalism, social identity, self-determination, the self, professional role, professional development (Abell, 2000; Hult et al., 2003; Holden, 2004; Jurasaite-Harbison, 2005). The issue in education is related to a fact that PI development is not a main goal in higher education. If studies at university are considered as a context where happen social and educational interactions perhaps it is possible the assumption about PI as an outcome of various interactions at university?
Literature review highlights that there is lack of the systematic research-based evidences about the PI development among students especially with the focus on interactions between the university lecturer and student. Interactions are complicated as they reflect the educational context of study programme and include its the structure, content and didactics of study subjects, applied teaching methods, organization of study practice at university, self-perceptions and self-identification of a student through professional practice, didactic and pedagogical competence, and authority of university lecturer. Educational research still lack of integrated attitude about development of PI and do not provide with systemic information about how students (if they) develop their feeling of being professionals during university studies.
The presentation authors do not consider PI development as universal way to solve all problems of higher education, but they believe validity of the research results that state significance of PI on student satisfaction and self-realization in profession in future first of all because of experienced interactions with the university lecturers. Then it is important to study the issues of interactions between students and university lecturers in order to foresee its negative and support the positive factors in order the PI development would be meaningful for the student.
Research questions: What external and internal elements describe and explain the process of professional identification? How do the interactions between students and university lecturers in higher education studies influence PI development?
Aim is to describe the issues with appearing positive and negative factors, which are related to PI development among students through their interactions with university lecturers.
Abbott, A. Time Matters: On Theory and Method. Chicago: The University of Chicago Press, 2001.
Abell, S.K. From professor to colleague: Creating a professional identity as collaborator in elementary science. Journal of Research in Science Teaching, 2000, 37: 548-62.
Blumer, H. Society as Symbolic Interaction. In A.M. Rose. Human Behavior and Social Process: An Interactionist Approach. Boston: Houghton-Mifflin, 1969.
Bowden, J. Reflections on the phenomenographic research process. In Doing Developmental Phenomenography, J. Bowden & P. Green (Eds). Qualitative Research Methods Series. Melbourne, Victoria: RMIT University Press, 2005.
Dobrow, S., Higgins, M. Developmental networks and Professional identity: a longitudinal study. Career Development International, 2005, 10, 567-583. Retrieved from
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