Becoming a Professional: Experimenting with Possible Selves in Professional Preparation
Becoming a Professional: Experimenting with Possible Selves in Professional Preparation
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发表时间：
2008-06
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通讯作者：
Matthew Ronfeldt;P. Grossman
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作者：
Matthew Ronfeldt;P. Grossman
专业教育部分作用是帮助新手塑造这些专业身份。在以职业教育为代表的转型时期，学生们将自己的职业形象与课程所反映的职业形象进行了协商。这种协商过程可能充满困难，特别是当这些形象发生冲突时（Britzman，1990;科尔和诺尔斯，1993）。当他们适应新的角色时，新手还必须学会与专业角色协商他们的个人身份，即使他们在该领域的项目和从业者提供的不同职业身份形象中导航。在这篇文章中，我们借鉴了黑兹尔·马库斯（Hazel Markus）等人关于可能自我发展的研究成果，探讨了新手在构建职业身份的过程中遇到、尝试和评估可能自我的机会。我们使用来自教师、神职人员和临床心理咨询师的准备工作研究的数据来说明可能自我和
into that world; part of the role of professional education is to help novices craft these professional identities. During the transitional time represented by professional educa tion, students negotiate their images of themselves as professionals with the images reflected to them by their programs. This process of negotiation can be fraught with difficulty, especially when these images conflict (Britzman, 1990; Cole & Knowles, 1993). As they adapt to new roles, novices must also learn to negotiate their personal identity with the professional role, even as they navigate among the different images of professional identity offered by their programs and practitioners in the field. In this article we draw on the work of Hazel Markus and others on the development of possible selves to investigate the opportunities novices have to encounter, try out, and evaluate possible selves in the process of constructing professional identities. We use data from a study of the f w ■ preparation of teachers, clergy, and clinical psycholo att ew onje t is gists to illustrate the relationship of possible selves and