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Shifting Demographics and Student Identity

Explore the importance of personal and professional identity development in students and how narrative reflection can help integrate knowledge and experiences. Learn how to assess internalization and the impact on future roles.

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Shifting Demographics and Student Identity

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  1. Shifting Demographics and Student Identity Maria Fast, Psy.D. Associate Professor

  2. Narrative ReflectionWhere the rubber meets the road • Strong personal and professional identity development is essential for integrating and responding to new learning and future experiences. (Moen, 2006) • How do we help students integrate their knowledge, personal beliefs and school experiences in order to develop a solid sense of who they are as a person and as a pre-professional? • How do we assess what students are actually internalizing from their learning and pre- professional experiences?

  3. Narrative IdentityMcAdams (2015) • Self-constructed stories • Connecting past values and beliefs with present- continuity of self over time • Provide meaning, purpose and a sense of agency • Turning point narratives   Event is experienced Insight through narration to others

  4. Narrative Reflection- Instructional Tool • Tell a story about a meaningful experience you had in school or in your training program this semester. • What did you learn from this experience? About yourself? About others? About your future role as an educational professional? • In what ways was this experience consistent or inconsistent with your class readings/discussions regarding the practice of your discipline? • In what ways was this experience consistent or inconsistent with who you are as a person, your values, strengths and weaknesses? • In what ways will this experience inform your future approach to school, practice and your work in the field? Be specific.

  5. Narrative Reflection Assignment Narratives teach us about the identities of our students Narrative writing helps students to integrate new experiences and to further define their sense of self Cattley(2007)

  6. Coding for Critical Components of Identity Development • Critical components of Professional Identity(PI) development are parallel with elements of the Personal Identitydevelopment process.1 • ° Meaning-making –PI results from an on-going reflective process, involving integration of contextual experiences with one’s individual values and beliefs. • ° Agency- PI requires an individual to be active in the process; to provide direction to their future self and exercise autonomy and choice when integrating environmental expectations.3 1Beijaard, D., Meijer, P.C. & Verloop, N. (2004) 2McLean, K.C. & Thorne, A. (2003) 3Ketelaar, E. et al (2014)

  7. Meaningful Experiences Graduate Undergraduate Faculty/advisor feedback Field Experiences Extra-curricular activities • Faculty feedback and meetings • Class discussions • Field Visits • Direct work with students, teachers and parents

  8. Salient Themes Graduate Undergraduate Self-Efficacy- feedback, persistence and effort Self match to chosen profession- change of goals Value of a support system • Self-Efficacy • Commitment to the role • Value of a support system/collaboration • Skill Development • Cultural Awareness • Advocacy- impact on student learning

  9. Feedback from students 5 = Extremely helpful 4 = Very Helpful 3= Helpful 2= Slightly Helpful 1=Not Helpful

  10. Next Steps and Questions Moving Forward • Using student feedback to guide and improve the narrative reflection process. • More experience using this tool with both undergrads and other graduate training programs. • The value of providing an audience for narratives. • What to do for students who do not see the value of narrative reflection. • Other means to reflect- audio tape, benefits of hand-written versus typed. • How often and at what points is reflection most useful.

  11. References Beijaard, D., Meijer, P.C. & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education 20, 107-128. Cattley (2007). Emergence of professional identity for the pre-service teacher. International Education Journal 8 (2), 337-347. Coles, R. (1989). The Call of Stories: Teaching and Moral Imagination. Houghton Mifflin: Boston. Ketelaar, E., Koopman, M., Den Brok, P. J. ,Beijaard, D., & Boshuizen, H. P. A. (2014). Teachers’ positioning towards an educational innovation in the light of ownership, sense- making and agency. Teachers and Teaching: Theory and Practice 20 (3), 314-337. McAdams, D. P. (2015). The Art and Science of Personality Development. Guildford Press: New York. McLean, K.C. and Thorne, A. (2003). Late adolescents’ self-defining memories about relationships. Developmental Psychology 39 (4), 635-645. Moen, T. (2006). Reflections on the narrative research approach. International Journal of Qualitative Methods 5 (4), 56-69.

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