ABSTRACT

To strengthen students’ professional identity (PI), it is vital to give reflection a central place in higher education. The aim of this study is to determine the extent to which students reflect on five components of PI (self-image, self-esteem, task perception, job motivation and future perspective) and at what reflection level. Twenty-five reflection narratives from Spanish and Dutch students from five different study programmes were qualitatively analysed and quantitatively evaluated to find out about students’ identifying and self-assessing PI components. The results indicate that PI components were clearly recognizable in the reflection reports and could be classified using one of the four levels of reflection with high inter-rater reliability. About 40% of the students achieved the critical reflection level on one or more PI components. Reflecting on the five components of PI, with the aim of achieving the level of critical reflection, can be a useful guide for students.

摘要

为了增强学生的专业身份（PI），至关重要的是使反思在高等教育中处于中心地位。这项研究的目的是确定学生对PI的五个组成部分（自我形象，自尊，任务知觉，工作动机和未来前景）的反思程度以及反思水平。对来自五个不同学习计划的西班牙和荷兰学生的二十五个反思叙事进行了定性分析和定量评估，以了解学生对PI成分的识别和自我评估。结果表明，PI成分在反射报告中清晰可辨，并且可以使用具有较高评估者间可靠性的四个反射级别之一进行分类。大约40％的学生在一个或多个PI组件上达到了临界反射水平。