Professional identity as learning processes in life histories

Abstract

Refers to work domains that might be termed professional or semi‐professional: engineers, social workers, nurses, pedagogues, police, and researches the subjective engagement of the people in the development of their profession. Considers how to theorize the subjective side of work within a life history perspective and focuses on a critical discussion of the notion of professional identity. This theorizing is seen as a complementary contribution to a critical sociology of knowledge and other concepts of profession identity and learning.

Citation

Salling Olesen, H. (2001), "Professional identity as learning processes in life histories", Journal of Workplace Learning, Vol. 13 No. 7/8, pp. 290-298. https://doi.org/10.1108/13665620110411076