Browsing Institute of Education Research Collection by Subjects
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The career development profession: Professionalisation, professionalism, and professional identityThis chapter examines the professionalisation of career development provision in countries across the world. ‘Professionalisation’ and ‘professionalism’ are explored through several concepts, including social closure, the professional project, and the regulatory bargain. The chapter argues that professionalism is a useful and important concept for the career development field but recognises the challenges that the field has had in achieving professional status. It recognises some of the critiques that exist of professionalism and explores how these relate to careers professionals. It then argues that increasing professionalism within the field needs to be understood as an ongoing process that has to be conducted on the personal, organizational, and professional level. The chapter concludes by outlining some key strategies that the field can use to advance the cause of professionalism in the future.
More questions than answers: the role of practitioner research in professional practice.The concept of the career guidance practitioner viewing themselves as a professional is currently being challenged (Colley and Lewin, 2008; Greer, 2009). During the last decade there has been a concerted effort to support practitioners in engaging with research both as an agent and as a recipient to enhance practice and to drive forward the concept of the professional. This paper presents examples of progress within this endeavour and the views of practitioners who have engaged in research activities, either as part of their role or as dedicated continuing professional development (CPD). Throughout this paper we explore the role of research within the concepts of profession and professional practice; drawing on literature and primary research that captures views from two groups of practitioners. That careers guidance is a profession is an assumed reality for many practitioners and the organisations that represent them (and our own stance is that it is indeed a profession and we refer to it as such throughout this paper).
Reclaiming professional identity through postgraduate professional development: Career practitioners reclaiming their professional selvesCareers advisers in the UK have experienced significant change and upheaval within their professional practice. This research explores the role of postgraduate level professional development in contributing to professional identity. The research utilises a case study approach and adopts multiple tools to provide an in-depth examination of practitioners’ perceptions of themselves as professionals within their lived world experience. It presents a group of practitioners struggling to define themselves as professionals due to changing occupational nomenclature resulting from shifting government policy. Postgraduate professional development generated a perceived enhancement in professional identity through exposure to theory, policy and opportunities for reflection, thus contributing to more confident and empowered practitioners. Engagement with study facilitated development of confident, empowered practitioners with a strengthened sense of professional self.