Making sense of professional identity through critical reflection: a personal journey

Abstract

This paper explores the use of critical reflection in reviewing my professional development in a West of Scotland university. The paper explores my development against the changing socio-political, cultural and educational landscapes in the Scottish HE sector. The first part addresses my development as a professional educator, citing seminal experiences that have been influential in my thinking and practice. It examines how social interaction, engagement with peers, the HEA subject centre and students helped form and reform my professional identity, allowing me to develop a robust sense of professional autonomy. The second part explains how the process of critical reflection has led to a deeper understanding of how I reconnect with the moral dimension of professional academic practice.

Keywords:

• critically reflective practice
• professional identity
• professional autonomy
• sense making
• higher education