Abstract
The importance of considering marginal situations such as the interface between personal agency and the objective reality of education settings is highlighted here. It is accepted that the margins between being and not being a professional create an existential angst that has parallels with the formation of a self-identity. Finally, it is claimed that a professional identity is most likely to be formed within a caring or supportive environment that facilitates an understanding of the needs of the self and others. A mechanism for how past education experiences impact professional development is provided in relation to the sociality of human ‘outpourings’, the impact of individual recognition of the ‘other’ on self-confidence and unconscious tension inherent in crossing border country.
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© 2015 Alan Bainbridge
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Bainbridge, A. (2015). Developing a Professional Identity: Negotiating the Borders of Professional Practice. In: On Becoming an Education Professional: A Psychosocial Exploration of Developing an Education Professional Practice. Palgrave Macmillan, London. https://doi.org/10.1057/9781137566287_10
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DOI: https://doi.org/10.1057/9781137566287_10
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-56627-0
Online ISBN: 978-1-137-56628-7
eBook Packages: Palgrave Education CollectionEducation (R0)