Journal of Educational Sciences

Qualitative analysis of university professors' experiences of professional identity

https://doi.org/10.22055/edus.2020.31722.2950
Volume 27, Issue 1
June 2020
Pages 203-220
Journal of Educational Sciences

Document Type : Research Paper

Authors

shabnam bahrami 1
mohammad amjad zabardast 2
jamal salimi 3

1 Ph.D. Student, University of Kurdistan, Sanandaj, Iran.

2 Assistant Professer,uniuersity of Kurdistan,Sanandaj, Iran.

3 Associate Professor, University of kurdistan, Sanandaj, Iran.

Abstract
Introduction
The purpose of this study was to find out the perceptions and experiences of faculty members about the concept of professional identity. Professional identity provides an understanding of how and why particular teaching and learning approaches are used and shapes one's self-image as a faculty member and provides a framework for them on how to act and how perceive their work and role in society. Although there is no single definition of professors' professional identity that fits all university faculties, it is possible to identify specific core norms that all professors agree with. Understanding the professional identity of faculty members is a difficult but necessary task. The constituent factors of professors' professional identity should be sought in the context of their lives.
Method
The Approach of study was qualitative and research method was phenomenography and it was conducted in Kurdistan University. The sampling method was purposive with maximum diversity and according to the theoretical saturation, by using semi-structured interview sample size arrived 14 peoples. The Sjostrom and Dahlgren (2002) seven-stage method used to coding and analyzing data.
Results
The result of data analyze was elicitation five classes of description categories include: professional identity as (professional independence), (being ethical), (acting beyond boundaries), (creation) and (professional interaction), which illustrate the qualitative differences between faculty members' perceptions of professional identities and ways that they play multiple professional roles.
Discustion
Professional identity provides an understanding of how and why particular teaching and learning approaches are used and shapes one's self-image as a master, and provides a framework for faculty members on how to act and how they perceive their work and role in society. Although there is no single definition of professors' professional identity that fits all university professors, it is possible to identify specific core norms that all professors agree with. Understanding the professional identity of professors is a difficult but necessary task. The constituent factors of professors' professional identity should be sought in the context of their lives.

Methodology:
This study was a qualitative and phenomenographical study. This research was conducted in the University of Kurdistan and the participants in this study were purposefully selected from professors with at least five years of teaching experience in the university. Finally, according to the theoretical saturation, 14 faculty members of Kurdistan University were selected. Data were collected using a semi-structured interview questionnaire. In this study, the seven-stage method of Sjostrom and Dahlgren (2002) was used for data analysis.
Results:
The result of this study was five classes of description categories include professional identity as (professional independence), (being ethics-Orbited), (acting without boundaries), (creation) and (professional interaction), which illustrate the qualitative differences between professors' perceptions of professional identity.

Keywords

Keywords: Professional Identity
Faculty Members
Phenomenography
Professors
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