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Skip to Search Results- 4Professional identity
- 1Borderland space
- 1Constructivist grounded theory
- 1Discourse analysis
- 1Early childhood education
- 1Field experience
- 1Dr. Anna Kirova (Department of Elementary Education)
- 1Dr. Jill McClay, Department of Elementary Education, University of Alberta
- 1Dr. Leah Fowler, Faculty of Education, University of Lethbridge
- 1Dunn, William (Secondary Education)
- 1Given, Lisa (Information Studies)
- 1Wimmer, Randolph (Educational Policy Studies)
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An Ethnographic Study of Immigrant and Refugee Women’s Knowledge Construction in an Early Childhood Teacher Education Program
DownloadSpring 2016
Immigrant/refugee women may gravitate to the field of early childhood education (ECE) to fill the national and provincial need for teachers (Beach, Friendly, Ferns, Prabhu, & Forer, 2008; CCHRS, 2009) in an occupation that is deemed to be very accessible to newcomers (Service Canada, 2011)....
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Borderlands of Possibility: An Interpretive Case Study Exploring the Construction of Professional Identity with Intern Teachers
DownloadFall 2015
Students enrolled in Bachelor of Education degree programs engage in academic study and field experiences that both validate and challenge their existing understandings of who they are and who they are becoming: their professional identity. This interpretive case study explored the ways in which...
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Evolving Professional Identity: Exploring How Pharmacists Make Sense of their Prescribing Role
DownloadSpring 2018
Dramatic changes in the pharmacy profession have occurred in the past century. Many of these occurred as the primary focus of the pharmacist transitioned from drug products to providing patient care services. Prescribing by pharmacists gained momentum when it was implemented in the United Kingdom...
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Professional identity and the 'native speaker': An investigation of essentializing discourses in TESOL
DownloadSpring 2010
This study explores the ways that native speakers are represented in different discourses. It combines the personal with the empirical by starting with narratives of professional development, followed by a corpus analysis of how native speakers are defined, and ending with a critical discourse...