Researching professional identity development: An arts-informed approach

Trede, F

Researching professional identity development: An arts-informed approach

Trede, F

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Publisher:: Edward Elgar Publishing
Publication Type:: Chapter
Citation:: Research Handbook on the Student Experience in Higher Education, 2023, pp. 312-324
Issue Date:: 2023-11-21

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Field	Value	Language
dc.contributor.author	Trede, F https://orcid.org/0000-0002-6638-2609
dc.date.accessioned	2024-02-14T05:21:18Z
dc.date.available	2024-02-14T05:21:18Z
dc.date.issued	2023-11-21
dc.identifier.citation	Research Handbook on the Student Experience in Higher Education, 2023, pp. 312-324
dc.identifier.isbn	9781802204186
dc.identifier.uri	http://hdl.handle.net/10453/175680
dc.description.abstract	Professional identity development is a complex and contested topic in higher education. Students are often more concerned with learning the necessary content knowledge and technical skills than exploring the values that underpin who they are becoming. This chapter describes an arts-informed research design, which uses visual communication to bring to consciousness human experiences, developed for researching first-year students' professional identity development in a studio-based subject. The purpose of the research was to identify the role studio-based learning plays in preparing students to become future professionals and explore what professional capabilities are being developed. Professional identity development is theoretically framed as a critical pedagogy that cautions against a single, technical and disciplinary identity at the individual level. Such single-focused concepts of identity risk a focus on technical skill mastery and competencies which are important but no longer enough to prepare responsible graduates for uncertain, complex times ahead.
dc.language	en
dc.publisher	Edward Elgar Publishing
dc.relation.ispartof	Research Handbook on the Student Experience in Higher Education
dc.relation.isbasedon	10.4337/9781802204193.00031
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Researching professional identity development: An arts-informed approach
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access	*
dc.date.updated	2024-02-14T05:21:17Z
pubs.publication-status	Published

Abstract:

Professional identity development is a complex and contested topic in higher education. Students are often more concerned with learning the necessary content knowledge and technical skills than exploring the values that underpin who they are becoming. This chapter describes an arts-informed research design, which uses visual communication to bring to consciousness human experiences, developed for researching first-year students' professional identity development in a studio-based subject. The purpose of the research was to identify the role studio-based learning plays in preparing students to become future professionals and explore what professional capabilities are being developed. Professional identity development is theoretically framed as a critical pedagogy that cautions against a single, technical and disciplinary identity at the individual level. Such single-focused concepts of identity risk a focus on technical skill mastery and competencies which are important but no longer enough to prepare responsible graduates for uncertain, complex times ahead.

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http://hdl.handle.net/10453/175680