Literature Review: Professional Identity in Continuing Education

This literature review explores the process of professional identity construction among continuing education students in the school sector, focusing on their collaborative interactions with colleagues, resource persons, and leadership. The study aims to uncover new insights into the formation of professional identity within the context of continuing education, with the intention of fostering meaningful dialogue between practice, education, and research environments.

The concept of professional identity is approached as a dynamic and ongoing negotiation process within an environment that shapes students' self-perception as professionals (Iskov et al., 2023). For continuing education students, this negotiation process differs significantly from that of initial teacher education, as their primary affiliation lies within the school setting. This distinction highlights the unique challenges and opportunities faced by continuing education students in developing their professional identities (Hald & Byskov, 2023; Plauborg, 2022).

The research methodology employs a thematic literature review, including both Danish and international studies. This approach allows for a comprehensive examination of how continuing education students in the school sector construct their professional identities through collaborative efforts with colleagues, resources, and management. By synthesizing findings from diverse sources, the review aims to identify common themes, patterns, and best practices in professional identity development within continuing education.

The study is expected to yield valuable insights into the ways in which collaboration with colleagues, resource persons, and leadership can foster the development of a robust professional identity among continuing education students. It explores themes closely related to job satisfaction, engagement, motivation, and retention within the teaching profession. These factors are crucial in understanding the long-term impact of professional identity formation on educators' careers and the overall quality of education.

Understanding the nuances of professional identity formation in continuing education is of importance for educational institutions. This knowledge enables them to design and offer relevant, practice-oriented programs that effectively support professional attraction and retention in schools. By aligning continuing education programs with the real-world needs and challenges faced by educators, institutions can better prepare students for the complexities of their professional roles.

The findings of this literature review have the potential to inspire and inform dialogue and knowledge sharing among various stakeholders in the educational landscape. This includes practitioners in the field, continuing education providers, initial teacher education programs, and research environments within the Nordic context. By bridging these diverse perspectives, the study aims to create a more holistic understanding of professional identity development in education.