• 의학교육논단
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• 제23권2호
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• pp.104-107
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• 2021

Building professional identity is the most basic purpose of medical education. Students who enter medical schools do not have an identity rooted in the medical profession, and universities should therefore take steps to help students form their identity as doctors, attitudes, beliefs, and values through the curriculum. However, while medical knowledge and clinical skills are fully reflected in basic medical education, issues persist regarding education on values, attitudes, and beliefs that are important for professional identity. Regarding the process of professional identity formation, it is important to keep in mind that rapid changes in modern society lead to corresponding changes in socio-cultural expectations and demands related to professional identity, resulting in discrepancies between the reality of medical education and the actual field of medicine. Medical schools need to prepare students for these discrepancies, and in-depth discussions should address what is important and what should be solved first at medical education sites. However, it is difficult to generalize the tasks of professional identity formation in the field of medical education because each medical school may have unique circumstances. This article discusses the tasks that medical education should solve for professional identity formation education in terms of five aspects: establishing learning outcomes, training educational experts, introducing transformative learning, utilizing self-directed learning, and developing evaluation methods.

• 아동학회지
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• 제10권2호
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• pp.45-60
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• 1989

The present study examined the relationship between parental rearing, socio-demographic characteristics and the formation of ego-identity. Two questionnaires were administered to 302 male and 274 female selected from 12 universities in Seoul. Two major findings were; First, there was a strong positive relationship between parental rearing and the ego-identity of college students. Second, among socio-demographic variables(sex, age, socio-economic status), age was the only significant variable in the formation of ego-identity.

• 의학교육논단
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• 제23권2호
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• pp.75-79
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• 2021

In modern society, doctors are a representative example of professionals-that is, doctors are members of an occupation with high barriers to entry. For doctors, long-term education, training, and licensing are factors that make it difficult to enter medical practice. These external characteristics, which have mainly arisen in the modern era, play an important part in the professional identity of doctors. Nonetheless, the core of the doctor's identity is the identity of the healer. In today's Korean society, the universal identity of doctors as healers results from a combination of the special historical identity of professionals with high entry barriers. Korean society currently demands a high level of ethical awareness from doctors. These demands are partly derived from the nature of the practice of medical care, but they also reflect demands for strong social responsibility as professionals. It is difficult to cultivate professional ethics simply by imposing legitimate virtues, presenting an ideal model, or emphasizing moral education that is not fully realistic. A deep-rooted sense of professional ethics stems from a clear awareness of professional identity. Education plays an important role in the formation and awareness of doctors' professional identity, and various types of content and methods can be used in education. However, since the identity of an entity is formed through the process of historical experience, it is thought that the historical process of the formation of doctors as a profession should be included as an important part of education.

• 한국지역지리학회지
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• 제14권5호
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• pp.604-626
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• 2008

최근 도시발전 전략으로 정체성의 형성이 강조되고 있다. 이는 한편으로 인간의 존재론적 안전감을 위해 상실된 전통적 정체성의 규범적 복원, 다른 한편으로 도시들 간 경쟁에서 우위를 점하기 위한 도시 이미지의 전략적 제고라는 이중성을 가진다. 이러한 이중성은 근대적 정체성에 대한 포스트모던 이론가들(라캉, 푸코, 들뢰즈 등)의 비판과 이에 대한 대안으로 공적 공간을 통한 정체성을 강조하는 아렌트나 하버마스의 논쟁 속에 반영되어 있다. 이 논문은 정체성 개념이 담고 있는 도시 정책적 함의를 고찰하는 한편, 이 개념이 실제 정체성 고양을 명분으로 한 도시 발전 전략에서 어떻게 왜곡되게 원용되고 있는가를 비판하고자 한다. 특히 이 논문은 포스트모던 이론가들의 입장을 현실의 의사적 정체성에 대한 비판과 관련시키는 한편, 공적 공간을 통한 진정한 정체성의 형성을 강조하는 비판이론가들의 주장을 도시발전 정책의 규범적 대안으로 이해하고자 한다.

• 사회복지연구
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• 제44권1호
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• pp.165-192
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• 2013

본 연구는 결혼 이주 가정 및 중도입국 청소년들의 민족 정체성 탐색 및 형성과 그 맥락적 조건들을 살펴보았다. 이를 위해 연구자들은 일반 중고등학교에 재학 중인 13-17세 결혼 이주 및 중도 입국 청소년 17명과 심층 인터뷰를 진행했으며, 연구결과 참여자들의 민족 정체성이 다양한 차원으로 구성되어 있음을 확인할 수 있었다. 구체적으로, 청소년들의 민족 정체성을 이해하는 데에는 스스로 규정하기, 규정의 근거, 정체성에 대한 개인의 정서적 반응, 그리고 정체성의 형성 상태 등 다양한 측면들이 중요하게 관여되어 있는 것으로 나타났으며, 청소년들은 자신의 민족 정체성과 관련된 다양한 사회 문화적 경험들을 하고 있음을 알 수 있었다. 이러한 연구 결과를 바탕으로 이주 청소년 연구 및 서비스 제공을 위한 학문적, 실천적 함의를 제시하였다.

• 수완나부미
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• 제8권2호
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• pp.131-159
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• 2016

This qualitative study was designed to explore the definition of ethnic identity of the Dusuns in Brunei Darussalam from the perspective of Shamsul A.B.'s (1996) "everyday-defined" social reality. The purpose of this study was twofold. Firstly, by employing Phinney's (1996) formulation of ethnic identity, this study examined the existence of core components of ethnic identity, namely, ethnic self-identification, ethnic involvement, positive attitude towards ethnic group, and sense of belonging in the life of the Dusuns. Secondly, by utilizing Phinney's (1996) three-stage model of ethnic identity formation, this study investigated the relationship between core components and the formation process of ethnic identity. Twenty-six Dusun informants ranging in age from 8 to 80 years old were interviewed for the purpose of this study. The analysis of the interview data revealed that all core components exist and evolve in the life of the Dusuns. Different perspectives towards core components can also be identified across different age groups. Adult informants contested the relevance of ethnic involvement in view of socio-cultural transformations that occurred within the ethnic group, whereas younger Dusuns were not able to extend sense of belonging outside their family. These findings lead to the identification of family and historical contexts as influential factors that shape the ways the informants experienced the ethnic identity components. Further, the findings of this study indicate the relationship between core components and the formation process of ethnic identity. Sense of belonging and community is only evident in the experience of older informants, sufficient to help them reach the stage of achieving ethnic identity. This also shows a positive sequential relation between the stages in Phinney's ethnic identity model and the age of the informants. Interestingly, evidence on internalized sense of belonging reveals the fact that an individual could still attain ethnic identity achievement even without experiencing all components of ethnic identity. Once again, this study suggests contextual factors play a role in the stage progression of the Dusuns' ethnic identity.

• 의학교육논단
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• 제23권2호
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• pp.90-103
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• 2021

This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners' experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development.

• 한국정보통신학회논문지
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• 제25권2호
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• pp.294-300
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• 2021

본 연구의 목적은 직업훈련분야에서 프로그래밍을 가르치고 있는 직업능력개발훈련교사의 직업정체성이 어떻게 형성되었는가를 파악하여 시사점을 도출함에 있다. 이를 위해 프로그래밍 교육훈련에 20여년 이상 종사하고 있는 A 교사를 내러티브 연구방식으로 인터뷰하였다. 연구문제인 '프로그래밍 직업능력개발훈련교사의 직업정체성 형성과정은 무엇인가?'에 대하여 입직전, 입직, 성장, 성숙의 시간적 흐름을 거치면서 총 12 가지 주제가 도출되었고, A 직업능력개발훈련교사의 교사교육경험이 직업 정체성 형성에 영향을 미치는 것으로 나타났다. 본 연구는 프로그래밍 직업능력개발훈련교사의 직업정체성 형성과정을 알아보고 그 의미를 살펴보고자 하였다는 점에서 의의가 있다. 향후 연구를 위한 제안은 다음과 같다. 첫째, 후속 연구에서는 나이, 근무한 기간, 소속된 기관 등에 따른 다양한 프로그래밍 직업능력개발훈련교사들을 대상으로 폭넓은 경험에 대한 연구가 필요하다. 둘째, 현장에서 경험하게 되는 정책과 이슈에 대하여 연구되어야 하겠다.

• 한국학교보건학회지
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• 제29권2호
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• pp.107-115
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• 2016

Purpose: This study is a descriptive survey which attempts to understand family strength, parenting attitude, and the ego-identity perceived by female high school students and identify the factors influencing ego-identity of the students. Methods: Data collection was carried out through a questionnaire survey of 186 female high school students. The collected data were analyzed by descriptive statistics, t-test. ANOVA, correlation analysis, and multi-variate regression analysis while using SPSS 23.0 program. Results: Family strength and the ego-identity perceived by female high school students were at a mid-level, with an average of 207.76 and 149.72 points, respectively. Parenting attitude showed scores higher than the mid-level, recording 90.36 points in average. As a result of analyzing the correlation between the factors, the higher family strength and the ego-identity of female high school students were, the better were the patenting attitudes of perceived parents. Besides, family health, parenting attitude, and family form (nuclear family) were found to be the factors influencing ego-identity formation of female high school students with the explanatory power being 25.5% in total. Conclusion: Developing intervention programs which take into account family strength is considered necessary to help the youth form positive ego- identity.

• The Journal of Asian Finance, Economics and Business
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• 제8권8호
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• pp.583-592
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• 2021

This study examines social identity and self-identity as the antecedents of the theory of planned behavior (TPB) model in predicting purchase intention of certified coffee, whereas perceived trustworthiness (PT) is evaluated whether it directly affects intention and/or indirectly through attitude. In addition, ethics and luxury are investigated as the salient beliefs affecting attitude formation in this regard. A face-to-face survey was conducted with 727 coffee consumers in Thailand. Confirmatory factor analysis is applied to assess the adequacy of the model, followed by structural equation modeling to evaluate the hypotheses proposed for the relationships between constructs in an extended TPB model. The results confirm that self-identity is the most influential antecedent on attitude when compared to social identity, and attitude, in turn, is the strongest determinant in predicting purchase intention. PT has a direct positive effect on purchase intention, meanwhile, ethical, luxury beliefs, and PT are confirmed to portrait the attitude formation. As such the marketing campaigns can address manipulating consumers' beliefs on both ethical and luxury aspects as well as PT, along with consumers' social identity and self-identity to fortify a positive attitude toward certified coffee. Then the actual purchase behavior can be foreseen based on empirical evidence.