How do people come to think of themselves as instructional designers? This is partly a matter of acquiring expertise, e.g., the knowledge and skill sets found in professional standards, e.g., those of IBSTPI or AECT. But identity also involves adoption of new professional roles and affiliation and active engagement with professional communities. IDT academic programs facilitate and sport student in their induction into the field, but not always in a systematic, intentional way. Indeed in today’s world, IDT professionals may identify with different fields and roles depending on situation and context. This article explores these issues and provides a conceptual framework for understanding how people take on new IDT identities and the role played by academic programs in that process. The framework consists of a set of guiding principles and processes, A set of recommendations is then offered for IDT academic programs to begin seeing professional identity as a learning outcome and supporting students along that important journey.

中文翻译：

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研究生课程在培养IDT身份方面的作用：对新兴职业的思考

人们如何将自己视为教学设计师？这部分是获得专业知识的问题，例如专业标准（例如IBSTPI或AECT的专业知识）中的知识和技能集。但是，身份认同还涉及采用新的专业角色和从属关系以及与专业社区的积极参与。IDT的学术计划可以促进和鼓励学生进入该领域，但并不总是以系统的，有意的方式进行。的确，在当今世界，IDT专业人员可能会根据情况和上下文确定不同的领域和角色。本文探讨了这些问题，并提供了一个概念框架来理解人们如何采用新的IDT身份以及学术计划在此过程中所扮演的角色。该框架由一系列指导原则和流程组成，