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The Relationship between Undergraduates Professional Identity and Learning Burnout

Student’s Name

Institutional Affiliation

Due Date
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Background Information

According to Jogi and Karu (2017), in order to be ready for professional practice, one

must acquire and teach required or suitable skills, behaviors, attitude, and values, as well as

accept tales from personal experiences that formed the character of the practice. This is what, in

the end, creates what academics refer to as professional identity. A commitment to such

circumstances develops the social work professional identity when made to the objective and

purpose of social work.

The distinctive characteristics of the specific profession, in this case, Adult Education,

must be organically nurtured, establishing a common identity that corresponds to the

requirements, expectations, and obligations of the practitioner and practice, while adhering to

creative pedagogical innovation (Ungara, Baruch 2018). The development of appropriate and

timely information and skills is recommended as the first step. These must be self-defined and

communicated through personal self-beliefs. Professional identity occurs inwardly, but it also

influences an individual's explicit behaviors. Brownnell and Tanner (2017)

Now that we have found ourselves as a world in the midst of one of the most devastating,

fatal, and extended health pandemics ever experienced in the twenty-first century, it is necessary

to reflect on and examine the influence this has on my life. This is especially true given my

professional path and life goals. All of this implies that my professional future will have a reality

check, that I will have to confront and accept the truth, and that I will have the much-needed

opportunity to connect with myself through the eyes of others and make self-discoveries and

analyses.
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Research Question

Interview questions were conducted in this study primarily using in-depth semi-structured

interviews to question undergraduates on adult education and learners on their understanding,

attitudes, and encounters with professional identity and the challenges they face as graduates.

This includes important open-ended questions on their thoughts on their system of education, as

well as more investigations.

Quantitative study Question

What effect does professional identity have on undergraduates and its relationship to

learning burn out.

Qualitative Study Question

How to connect professional identity to the undergraduates in relation to learning burn

out.

Collection of Data: Participants and Qualitative Interviewing

Personal in–depth semi–structured interview talks were undertaken with an in service

teacher and graduates from different universities in the test case. Due to time constraints, only

two people were chosen and interviewed for the study. The respondent is a full–time university

graduate with an engineering degree and a respondent who went through adult education of

which the two had no prior teaching experience. The respondent is a graduate with a moderate

level who has just completed his final year from the university. They have been singled out for

their involvement in adult education. Their own feelings are more directly linked to the genuine

issue, which is the specific purpose and goal of our research.

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Date Analysis: Organizing interviewee responses, including coding and categorization, as

well as developing higher level categories or themes

The researchers used interpretive techniques to assess qualitative data from open-ended

questions, seeking respondents' own perceptions and viewpoints. An continuous sequence of

coding, memorandum writing, concentrated coding, and unified paper writing ensued. The study

utilizes a three-level assessment, which comprises data organization, classification, and

categorization, as well as the development of a theme. Its purpose is to generate fresh

(unanticipated) concepts and codes for analysis from the replies of the organizing respondents.

At the first level of analysis, the open-ended query was investigated. To categorize their

remarks, we gathered the graduates' and instructors' replies on the cognitive and challenges of

professional identity on adult education into a question-and-answer session, emphasizing both

commonalities and contrasts. The data from the research question was recorded and categorized

in the second level analysis. The codes were then combined and modified to produce categories

like "Concept" and "Background." "Understanding" and "Intelligence".

Literature Review

Perceptions and preferences have been a big impediment to graduates professional

progress. They have always carried the weight of being expected to accomplish everything

around them, and the duty of graduates has been largely ignored (Olsen, B., & Buchanan, R.)

(2017). Scholars such as Sha, Wong, Lou, Pearson, and Gu frequently stress this (2012). My

fellow adult education facilitators appear to have a general predilection for government and

corporate office job choices. Identity development is invariably social and relational in character

(Goldie 2013). It is largely due to the following factors. One is that the employment market's
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unpredictability does not help. Manufacturing, government, and medical employees will always

be needed by society since they provide important services.

Second, the fact is that adult learning entails educating one of the lowest performers in

terms of literacy (Riele et al., 2017). Those with learning impairments fare considerably worse

on the scale. As much as it is a chance to positively impact change, they find themselves in a

scenario where they feel and have a feeling of government neglect in this sector. It's possible

since the majority of participants come from low-income families with high rates of crime,

imprisonment, underemployment, and unemployment. They are primarily from the country's

minority racial groupings. The use of explicit, technological education can assist us in the

purposeful development of our cognitive and dynamic ability (Bedford 2013). Indeed, they feel

that this might assist them as graduates in discerning and utilizing their privileges, acquiring

valuable cultural information, embracing emotional risks, and utilizing all chances we have in

class to engage in meaningful racial and poverty discourse. We must contribute to society while

also ensuring that everything contributes to a just and equitable society. Otherwise, the

workplace will remain a breeding ground for prejudice and outdated thinking and attitudes.

Findings

From the response of the graduates on professionalism they stated that the most difficult

obstacles they faced were financial and keeping faith in this context. Specific situations this year

have made the journey more difficult and fostered a good pattern in them; this is based on their

own introspection. They acknowledged to doing very little of it earlier, particularly before the

turn of the year. Personal problems exist, they think, to sharpen their determination and provide a

platform for seeking direction and becoming a bit wiser and determined in life since they are

considered amateurs in the job market.

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From the adult education graduate he stated that, as a result, it's also worth mentioning

that participating in professional development learning and research activities is advantageous,

not simply from a career standpoint (Gravani et al., 2020). It also allows you to address your

unhappiness with your teaching techniques, talents, and skills. Assume one's competency is

called into doubt. In that scenario, it's possible that being aware of one's deficit would motivate

him or her to attempt to intervene and meet their requirements, as well as drive voluntary

involvement. I'm adept at training and implementing new methods and tactics for successful

learning, as long as they have a positive influence on my pupils. I aim to play a big role in

bringing about significant generational change for my pupils. I hope to develop skills and

creative thinking in my students in order to positively influence families and reduce the number

of adult learners in low-income communities. My most memorable experiences are when a

student calls to inform me about the effect he or she has had as a result of taking my class.

Conclusion

Critical reflection on the underlying structure and processes that comprise the practice

field should be encouraged. Thinking will always assist us in developing the logic that decides

what processes and methods should be used to attain the desired results. However, by including

the critical component, we bring into question the power dynamics and bits that encourage or call

for a specific method of practice that we perceive effective (Morgan 2017). It's just a matter of

why the favored option is such! This viewpoint, I feel, has yet to be examined and embraced in

terms of how adult education is carried out in the country.

Working with legal and procurement teams to successfully build simplified procedures in

accordance with existing business administration knowledge is one of the future ambitions. One

of the most revered role models in life is a compassionate and open-minded manager, and he
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inspires others to someday manage graduates in holistic manner. In the short term, they should

continue focusing on finishing their degree and gaining experience in their field of work through

increasing research sessions. We also seek the adoption and integration of best-learned

techniques from Europe and Asia, as well as from the nation's many community institutions.

Because there has always been a strong interest in this field and they are results-oriented.
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References

Ann Morgan (2017) Cultivating critical reflection: educators making sense and meaning of

professional Identity and relational dynamics in complex practice, Teaching Education,

28:1

Bedford, L., & Miller, H. (2013). All adjuncts are not created equal: An exploratory study of

teaching and professional needs of online adjuncts. Online Journal of Distance Learning

Administration, 15(1), 1-11

Brownell S.E, Tanner. K.D. (2017) Barriers to Faculty Pedagogical Change: Lack of Training,

Time, Incentives, and Tensions with Professional Identity? Published Online

Kitty Riele, Martin Mills, Glenda McGregor & Aspa Baroutsis (2017) Exploring the affective

dimension of teachers' work in alternative school settings, Teaching Education, 28:1

Maria N. Gravani, George K. Zarifis, Larissa Jõgi (2020). The Role of Higher Education in the

Professionalisation of Adult Educators

Larissa Jõgi & Katrin Karu(2017). Nordic-Baltic cooperation in adult education: A collective

story of Estonian adult educators

Orit Avidov-Ungara, Alona Forkosh-Baruch (2018). Professional Identity of teacher educators in

the digital era in light of demands of pedagogical innovation

Olsen, B., & Buchanan, R. (2017). "Everyone Wants You to Do Everything": Investigating the

Professional Identity Development of Teacher Educators. Teacher Education Quarterly,

44(1), 9-34