The reflection level and the construction of professional identity of university students

References

• Alsina, Á., Ayllón, S., & Colomer, J. (2019). Validating the Narrative Reflection Assessment Rubric (NARRA) for reflective narratives in higher education. Assessmentand Evaluation in Higher Education, 44(1), 155–168.
   Web of Science ®Google Scholar
• Alsina, Á., Ayllón, S., Colomer, J., Fernández-Peña, R., Fullana, J., Pallisera, M., Perez-Burriel, M., & Serra, L. (2017). Improving and evaluating reflective narratives: A rubric for higher education students. Teaching and Teacher Education, 63, 148–158.
   Google Scholar
• Colomer, J., Vila, X., Salvadó, V., & Casellas, R. M. (2013). Tutoring as evidence of a reflective practice: A case study. Procedia - Social and Behavioral Sciences, 93(September 2013), 356–363.
   Google Scholar
• Crocetti, E., Sica, L. S., Schwartz, S. J., Serafini, T., & Meeus, W. (2013). Identity styles, dimensions, statuses, and functions: Making connections among identity conceptualizations. Revue Europeene de Psychologie Appliquee, 63(1), 1–13. http://dx.doi.org/10.1016/j.erap.2012.09.001
   Web of Science ®Google Scholar
• Engelbertink, M. M. J., Wijering, F. H. H., Bohlmeijer, E. T., & Westerhof, G. J. (2019). Tell your story, a blended learning course to strenghten the professional identity. Saxion University of Applied Sciences.
   Google Scholar
• Gadbury-Amyot, C. C., Godley, L. W., & Nelson, J. W., Jr. (2019). Measuring the level of reflective ability of predoctoral dental students: Early outcomes in an e-portfolio reflection. Journal of Dental Education, 83(3), 275–280. https://doi.org/10.21815/JDE.019.025
   PubMed Web of Science ®Google Scholar
• Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27(June 2018), 15–27. https://doi.org/10.1016/j.edurev.2019.01.003
   Google Scholar
• Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272. https://doi.org/10.1080/13540600902875332
   Web of Science ®Google Scholar
• Kember, D., Mckay, J., Sinclair, K., & Kam Yuet Wong, F. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment and Evaluation in Higher Education, 33(4), 369–379. https://doi.org/10.1080/02602930701293355
   Web of Science ®Google Scholar
• Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198–206. https://doi.org/10.1016/j.tate.2016.01.014
   Web of Science ®Google Scholar
• Krippendorff, K. (2011). Computing Krippendorff’s alpha-reliability. http://repository.upenn.edu/asc_papers/43
   Google Scholar
• Kunhunny, S., & Salmon, D. (2017). The evolving professional identity of the clinical research nurse: A qualitative exploration. Journal of Clinical Nursing, 26(23–24), 5121–5132. https://doi.org/10.1111/jocn.14055
   PubMed Web of Science ®Google Scholar
• Lanas, M., & Kelchtermans, G. (2015). “This has more to do with who I am than with my skills” - Student teacher subjectification in Finnish teacher education. Teaching and Teacher Education, 47, 22–29. https://doi.org/10.1016/j.tate.2014.12.002
   Web of Science ®Google Scholar
• Marín, V. I., Tur, G., & Challinor, J. (2018). An interdisciplinary approach to the development of professional identity through digital storytelling in health and social care and teacher education. Social Work Education, 37(3), 396–412. https://doi.org/10.1080/02615479.2017.1408790
   Web of Science ®Google Scholar
• Osteen, P. (2011). Motivations, values and conflict resolution: Students’ integration of professional and personal identities. Journal of Social Work Education, 47(3), 423–444. https://doi.org/10.5175/JSWE.2011.200900131
   Web of Science ®Google Scholar
• Paterson, M., Higgs, J., Wilcox, S., & Villeneuve, M. (2002). Clinical reasoning and self-directed learning: Key, dimensions in professional education and professional socialisation. Focus on Health Professional Education: A Multi-Disciplinary Journal, 4(2), 5–21.
   Google Scholar
• Roberts, C., & Stark, P. (2008). Readiness for self-directed change in professional behaviours: Factorial validation of the self-reflection and insight scale. Medical Education, 42(11), 1054–1063. https://doi.org/10.1111/j.1365-2923.2008.03156.x
   PubMed Web of Science ®Google Scholar
• Ryan, M., & Carmichael, M. A. (2016). Shaping (reflexive) professional identities across an undergraduate degree programme: A longitudinal case study. Teaching in Higher Education, 21(2), 151–165. https://doi.org/10.1080/13562517.2015.1122586
   Web of Science ®Google Scholar
• Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455–465. https://doi.org/10.1016/j.tate.2009.06.006
   Web of Science ®Google Scholar
• Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: A review of the higher education literature. Studies in Higher Education, 37(3), 365–384. https://doi.org/10.1080/03075079.2010.521237
   Web of Science ®Google Scholar
• Whitaker, L., & Reimer, E. (2017). Students’ conceptualisations of critical reflection. Social Work Education, 36(8), 946–958. https://doi.org/10.1080/02615479.2017.1383377
   Web of Science ®Google Scholar
• Zembylas, M. (2014). The place of emotion in teacher reflection: Elias, foucault and ‘critical emotional reflexivity’. Power and Education, 6(2), 210–222. https://doi.org/10.2304/power.2014.6.2.210
   Google Scholar