Reclaiming professional identity through postgraduate professional development: Career practitioners reclaiming their professional selves
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AbstractCareers 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.
CitationSiobhan Neary (2014) Reclaiming professional identity through postgraduate professional development: careers practitioners reclaiming their professional selves, British Journal of Guidance & Counselling, 42:2, 199-210, DOI: 10.1080/03069885.2013.869790
PublisherTaylor and Francis
JournalBritish Journal of Guidance and Counselling
Series/Report no.Voume 42
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Only qualifications count: Exploring perceptions of continuing professional development (CPD) within the career guidance sector.Neary, Siobhan; International Centre for Guidance Studies (iCeGS); University of Derby (Taylor and Francis, 2016-05-03)This paper explores the views of a group of career development practitioners undertaking a postgraduate qualification as a form of continuing professional development (CPD). It offers insights into how these practitioners perceive and view different forms of CPD. A case study methodology was adopted to gather examples of CPD activities practitioners engaged in and the value placed on these in supporting the development of professional practice. Their views were synthesised to create a typology representing a differentiated model of CPD. The model proposes three types of CPD: operational, experiential and formal. Formal CPD is perceived as having the highest value in developing professional practice. The study supports a deeper understanding of how careers practitioners engage with and understand CPD.
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