A Narrative Inquiry into the Professional Identity Formation of College Instructors

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atmire.migration.oldid3679
dc.contributor.advisorKawalilak, Colleen
dc.contributor.authorHayden, Paula Diane
dc.date.accessioned2015-09-28T19:12:21Z
dc.date.available2015-11-20T08:00:42Z
dc.date.issued2015-09-28
dc.date.submitted2015en
dc.description.abstractFor college instructors who have moved from industry to teaching in adult education, developing a professional identity is a continuing process. This study examines the experience of nine instructors who transitioned from industry to teaching adults in a technical and vocational (TVET) Canadian college in the Middle East. The purpose of the research was to explore the way instructors form a sense of professional identity. The study also explored how education and experience in industry contributes to and/or influences instructors’ formation of professional identities. Lastly, it examined how participation in professional development activities forms instructors’ professional identity. To form a professional identity, instructors must reflect on their attitudes, behaviour, and motivation. This reflection is necessary for instructors to understand their decision-making and any changes in their professional identity. Instructors’ examination of personal and professional experiences illuminates their self-knowledge and their role in the academic community. Critical reflection helped participants to know what they needed to develop a professional identity, which has implications for instructor education and professional development design. Findings indicated that where college instructors had formed a professional identity it grew from a continuum of experiences rather than a single shift in perspective. Instructors first recognized themselves as instructors; identity formation and development were influenced by PD activities and collegial, managerial, and institutional relationships. A model of professional identity development shows an active process of creation, interpretation, negotiation, and reflection.en_US
dc.identifier.citationHayden, P. D. (2015). A Narrative Inquiry into the Professional Identity Formation of College Instructors (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24838en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/24838
dc.identifier.urihttp://hdl.handle.net/11023/2529
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Community College
dc.subjectEducation--Teacher Training
dc.subjectEducation--Vocational
dc.subject.classificationProfessional identityen_US
dc.titleA Narrative Inquiry into the Professional Identity Formation of College Instructors
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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