Developing a critical professional identity: Engaging self in practice

Franziska Trede, Celina McEwen

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

19 Citations (Scopus)

Abstract

In this chapter we discuss the formation of critical professional identity through practice-based education (PBE). We use PBE as the umbrella term to describe a set of educational work-integrated practices that emphasise a situated and contextualised approach to professional education in universities. We argue that it is imperative to explore identity when becoming a professional, because it enhances the professional socialisation process and strengthens agency in practice. Our key contentions are that critical identity formation should play an explicit role in PBE, because it interweaves the individual with the social, the personal with the professional and the local with the global; and it enables students to become practitioners with a sense of self and purpose both as members of a given community and as global citizens.
Original languageEnglish
Title of host publicationPractice-based education
Subtitle of host publicationPerspectives and strategies
EditorsJoy Higgs, Ronald Barnett, Stephen Billett, Maggie Hutchings, Franziska Trede
Place of PublicationRotterdam, The Netherlands
PublisherSense Publishers
Chapter3
Pages27-40
Number of pages14
Volume6
ISBN (Electronic)9789462091283
ISBN (Print)9789462091276, 9789462091269
Publication statusPublished - 2012

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    Trede, F., & McEwen, C. (2012). Developing a critical professional identity: Engaging self in practice. In J. Higgs, R. Barnett, S. Billett, M. Hutchings, & F. Trede (Eds.), Practice-based education: Perspectives and strategies (Vol. 6, pp. 27-40). Sense Publishers.