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Conceptualising Professional Identification as Flexibility, Stability and Ambivalence
Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5066-8728
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
2010 (English)In: Learning through Practice: Models, Traditions, Orientations and Approaches / [ed] Stephen Billett, Dordrecht: Springer , 2010, 120-138 p.Chapter in book (Other academic)
Abstract [en]

This chapter discusses physicians’ and engineers’ professional identity formation through engagement in practice. First, the concept of professional identification as the enactment of life politics is advanced. Professional identification is here viewed as an ongoing process in the context of lifelong learning, where learners’ subjectivities and life trajectories are significant. Second, the concepts flexibility, stability and ambivalence are introduced and used dialectically as analytical tools for understanding physicians’ and engineers’ experiences of learning through their different practices. In discussing these concepts, we illustrate the conception of life-politics by means of empirical examples of how subjectivity, everyday life expe­ri­ences, and conditions in different practices interplay in the process of professional identification. Third, we show how the processes of becoming an engineer or a physician stand as substantially different processes, seemingly more or less articulated and determined. Moreover, being an engineer or physician reflects additional aspects of learning through the process of identification with the professional role, including the impact of the work itself and of the personal self. In all, our findings suggest that the engineers identify with the content and nature of the work itself as a flexible strategy, thereby making the identification with the profession ambivalent. The physicians, on the other hand, seem to build a character as a doctor with which they identify permanently, thereby shaping a fragile boundary between their selves and the profession.  Finally, an interpretive model is proposed, where the life-politics of the individuals is expressed through flexi­bi­li­ty, sta­bility, and ambivalence.

Place, publisher, year, edition, pages
Dordrecht: Springer , 2010. 120-138 p.
Series
Professional and Practice-based Learning, Volume 1
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-64567DOI: 10.1007/978-90-481-3939-2ISBN: 978-90-481-3938-5 (print)ISBN: e-ISBN 978-90-481-3939-2 (print)OAI: oai:DiVA.org:liu-64567DiVA: diva2:392777
Available from: 2011-01-28 Created: 2011-01-27 Last updated: 2013-09-03Bibliographically approved

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Publisher's full textfind book at a swedish library/hitta boken i ett svenskt bibliotek

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Axelsson, Rose-MarieAbrandt Dahlgren, MadeleineDahlgren, Lars-Owe

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Axelsson, Rose-MarieAbrandt Dahlgren, MadeleineDahlgren, Lars-Owe
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Work and Working LifeLearning in Working Life and Educational SettingsFaculty of Arts and SciencesStudies in Adult, Popular and Higher EducationFaculty of Educational Sciences
Pedagogy

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