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首页> 外文期刊>Journal of engineering education >Advancing from outsider to insider: A grounded theory of professional identity negotiation in undergraduate engineering
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Advancing from outsider to insider: A grounded theory of professional identity negotiation in undergraduate engineering

机译：从外部推导到Insider：本科工程专业身份谈判的基础理论

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Background Engineers' identification with their profession is crucial for persistence among engineering students and career professionals. Significant research has been conducted on various dimensions of identity in the engineering field. However, little is known about the ways students negotiate these dimensions as they construct professional identities within a single engineering discipline such as civil engineering.Purpose/Hypothesis The purpose of this study is twofold in that we not only seek to enhance our understanding of professional identity formation but also to develop a theory that will allow future research to examine professional formation negotiations and processes through a single, interconnected lens.Design/Method In this grounded theory study, semistructured interviews with 31 undergraduate students were conducted and analyzed using constant comparative techniques. Frameworks situated within identity theory served as sensitizing concepts and undergraduate civil engineering education served as context to initiate theory development.Results The result of this study is the Negotiating Equilibrium: Advancing from Outsider to Insider model (the AOI model). This grounded theory model captures the dynamic process through which individuals iteratively integrate definitions of self and profession to develop professional identities during their undergraduate careers.Conclusions This grounded theory model provides a new framework to capture the complex negotiation process of professional identity formation in undergraduate engineering students. Overall, this work contributes to ongoing conversations that promote the diversity of experiences and backgrounds of students to paint a more holistic and diverse picture of engineering students and of the engineering field.
机译：背景技术工程师的识别与他们的职业在工程学生和职业专业人员之间的持久性至关重要。在工程领域的各种身份方面进行了重大研究。然而，对于学生在土木工程等单一工程学科构建专业身份构建了这些尺寸的方式知之甚少.Purpose /假设本研究的目的是双重的，因为我们不仅旨在提高我们对专业认同的理解形成，但也开发一个理论，将允许未来的研究通过单一的互联的透镜来检查专业的形成谈判和流程.Design/method在这个接地的理论研究中，使用恒定的比较技术进行了31名本科生的半系统访谈。位于身份理论内的框架致力于敏感概念和本科土木工程教育，作为启动理论发展的背景。这项研究的结果是谈判均衡：从局外人推进到内幕模型（AOI模型）。这种接地的理论模型捕获了人们通过哪个人迭代地整合自我和专业的定义，在本科生职业生涯中开发专业身份。这个接地的理论模型提供了一种新的框架，以捕捉本科工程学生的专业身份形成的复杂谈判过程。 。总体而言，这项工作有助于促进学生的经验和背景的多样性，以绘制更全面的和多样化的工程学生和工程领域。

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