Abstract This study was an investigation of how educational psychology doctoral students built their professional identity throughout their graduate studies by calling upon the power of their envisioned future possible self as grounded in their local context as well as the broader intellectual field. In a qualitative study that used staggered developmental enrollment of 34 participants, 20 students, 10 from practice-oriented and 10 from research-oriented programs, became focal participants who were observed and interviewed as they faced the important mandatory requirements (qualifying process, dissertation proposal and final oral defense, internship application) of their degree plans. Grounded theory analysis resulted in a model of a central phenomenon, an emerging professional identity, that coalesced through reciprocal interactions with four sub-processes: evaluating the congruence between past and current identities, developing disciplinary knowledge and skills, envisioning a possible future self, and imagining one's self in a community of practice. By focusing on how graduate students build a new professional identity, this study contributes to the literature in that it provides a theoretically-informed understanding of the longitudinal process by which identity, including one's professional identity, is constructed.

中文翻译：

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博士生新兴职业身份与他们在真实和想象的实践社区中对未来自我的设想之间的互惠

摘要 本研究调查了教育心理学博士生如何在整个研究生学习过程中建立自己的专业身份，方法是根据当地背景和更广泛的知识领域，呼唤他们所设想的未来可能的自我的力量。在一项对 34 名参与者进行交错发展招生的定性研究中，20 名学生，其中 10 名来自实践导向型课程和 10 名来自研究导向型课程，成为焦点参与者，他们在面临重要的强制性要求（资格过程、论文提案和最终的口头答辩，实习申请）他们的学位计划。扎根理论分析产生了一个核心现象的模型，一个新兴的职业身份，通过与四个子过程的相互交互结合起来：评估过去和当前身份之间的一致性，发展学科知识和技能，设想可能的未来自我，以及在实践社区中想象自己。通过关注研究生如何建立新的职业身份，本研究对文献做出了贡献，因为它提供了对身份（包括一个人的职业身份）构建的纵向过程的理论上的理解。