{"id":{"repo_id":"calgary","oai_identifier":"oai:ucalgary.scholaris.ca:11023/2529"},"canonical_url":"https://search.dev.ndltd.org/etd/calgary/oai:ucalgary.scholaris.ca:11023/2529","repository":{"repo_id":"calgary","name":"University of Calgary","base_url":"https://ucalgary.scholaris.ca/server/oai/request"},"display":{"title":"A Narrative Inquiry into the Professional Identity Formation of College Instructors","abstract":"For college instructors who have moved from industry to teaching in adult education, developing a professional identity is a continuing process. This study examines the experience of nine instructors who transitioned from industry to teaching adults in a technical and vocational (TVET) Canadian college in the Middle East. The purpose of the research was to explore the way instructors form a sense of professional identity. The study also explored how education and experience in industry contributes to and/or influences instructors’ formation of professional identities. Lastly, it examined how participation in professional development activities forms instructors’ professional identity. To form a professional identity, instructors must reflect on their attitudes, behaviour, and motivation. This reflection is necessary for instructors to understand their decision-making and any changes in their professional identity. Instructors’ examination of personal and professional experiences illuminates their self-knowledge and their role in the academic community. Critical reflection helped participants to know what they needed to develop a professional identity, which has implications for instructor education and professional development design. Findings indicated that where college instructors had formed a professional identity it grew from a continuum of experiences rather than a single shift in perspective. Instructors first recognized themselves as instructors; identity formation and development were influenced by PD activities and collegial, managerial, and institutional relationships. A model of professional identity development shows an active process of creation, interpretation, negotiation, and reflection.","abstract_html":"For college instructors who have moved from industry to teaching in adult education, developing a professional identity is a continuing process. This study examines the experience of nine instructors who transitioned from industry to teaching adults in a technical and vocational (TVET) Canadian college in the Middle East. The purpose of the research was to explore the way instructors form a sense of professional identity. The study also explored how education and experience in industry contributes to and/or influences instructors’ formation of professional identities. Lastly, it examined how participation in professional development activities forms instructors’ professional identity. To form a professional identity, instructors must reflect on their attitudes, behaviour, and motivation. This reflection is necessary for instructors to understand their decision-making and any changes in their professional identity. Instructors’ examination of personal and professional experiences illuminates their self-knowledge and their role in the academic community. Critical reflection helped participants to know what they needed to develop a professional identity, which has implications for instructor education and professional development design. Findings indicated that where college instructors had formed a professional identity it grew from a continuum of experiences rather than a single shift in perspective. Instructors first recognized themselves as instructors; identity formation and development were influenced by PD activities and collegial, managerial, and institutional relationships. A model of professional identity development shows an active process of creation, interpretation, negotiation, and reflection.","abstract_has_math":false,"creators":["Hayden, Paula Diane"],"institution":"Graduate Studies","degree_name":"Doctor of Education (EdD)","degree_level":null,"degree_discipline":"Educational Research","degree_department":null,"school":null,"contributors":[],"advisors":["Kawalilak, Colleen"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28","date_published":"2015-09-28","updated_at":"2026-07-24T01:30:25Z","subjects":["Education--Community College","Education--Teacher Training","Education--Vocational"],"languages":["eng"],"rights":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["http://dx.doi.org/10.11575/PRISM/24838"],"render_values":[{"text":"http://dx.doi.org/10.11575/PRISM/24838","href":"http://dx.doi.org/10.11575/PRISM/24838","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/11023/2529","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kawalilak, Colleen"]},{"key":"dc:creator","label":"Author","values":["Hayden, Paula Diane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-09-28T19:12:21Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-11-20T08:00:42Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-09-28"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Calgary"]},{"key":"dc:type","label":"Dc Type","values":["doctoral thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Research"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Calgary"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education--Community College","Education--Teacher Training","Education--Vocational"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["http://dx.doi.org/10.11575/PRISM/24838"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11023/2529"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["For college instructors who have moved from industry to teaching in adult education, developing a professional identity is a continuing process. This study examines the experience of nine instructors who transitioned from industry to teaching adults in a technical and vocational (TVET) Canadian college in the Middle East. The purpose of the research was to explore the way instructors form a sense of professional identity. The study also explored how education and experience in industry contributes to and/or influences instructors’ formation of professional identities. Lastly, it examined how participation in professional development activities forms instructors’ professional identity. To form a professional identity, instructors must reflect on their attitudes, behaviour, and motivation. This reflection is necessary for instructors to understand their decision-making and any changes in their professional identity. Instructors’ examination of personal and professional experiences illuminates their self-knowledge and their role in the academic community. Critical reflection helped participants to know what they needed to develop a professional identity, which has implications for instructor education and professional development design. Findings indicated that where college instructors had formed a professional identity it grew from a continuum of experiences rather than a single shift in perspective. Instructors first recognized themselves as instructors; identity formation and development were influenced by PD activities and collegial, managerial, and institutional relationships. A model of professional identity development shows an active process of creation, interpretation, negotiation, and reflection."]},{"key":"dc:title","label":"Title","values":["A Narrative Inquiry into the Professional Identity Formation of College Instructors"]}]}],"canonical_facts":{"dc:contributor.advisor":["Kawalilak, Colleen"],"dc:creator":["Hayden, Paula Diane"],"dc:date.accessioned":["2015-09-28T19:12:21Z"],"dc:date.available":["2015-11-20T08:00:42Z"],"dc:date.issued":["2015-09-28"],"dc:description.abstract":["For college instructors who have moved from industry to teaching in adult education, developing a professional identity is a continuing process. This study examines the experience of nine instructors who transitioned from industry to teaching adults in a technical and vocational (TVET) Canadian college in the Middle East. The purpose of the research was to explore the way instructors form a sense of professional identity. The study also explored how education and experience in industry contributes to and/or influences instructors’ formation of professional identities. Lastly, it examined how participation in professional development activities forms instructors’ professional identity. To form a professional identity, instructors must reflect on their attitudes, behaviour, and motivation. This reflection is necessary for instructors to understand their decision-making and any changes in their professional identity. Instructors’ examination of personal and professional experiences illuminates their self-knowledge and their role in the academic community. Critical reflection helped participants to know what they needed to develop a professional identity, which has implications for instructor education and professional development design. Findings indicated that where college instructors had formed a professional identity it grew from a continuum of experiences rather than a single shift in perspective. Instructors first recognized themselves as instructors; identity formation and development were influenced by PD activities and collegial, managerial, and institutional relationships. A model of professional identity development shows an active process of creation, interpretation, negotiation, and reflection."],"dc:identifier.doi":["http://dx.doi.org/10.11575/PRISM/24838"],"dc:identifier.uri":["http://hdl.handle.net/11023/2529"],"dc:language.iso":["eng"],"dc:publisher.institution":["University of Calgary"],"dc:rights":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."],"dc:subject":["Education--Community College","Education--Teacher Training","Education--Vocational"],"dc:title":["A Narrative Inquiry into the Professional Identity Formation of College Instructors"],"dc:type":["doctoral thesis"],"thesis:degree_discipline":["Educational Research"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["University of Calgary"]},"updated_at":"2026-07-24T01:30:25Z"}