ANNOTATED BIBLIOGRAPHY

Charlote, S.(2011) Learning to be lawyers: professional identity and the law school
curriculum.


Alexander Charlotte is adjunct professor of the Harvard Law Schooland the
Georgia State University College of law in the USA. He begins stating that law
schools do not motivate students to ask del question such as: who am i as a
member of this profession? or what do i want to be like in my professional role
(Charlotte: 2011,1) which is very important taking into account the urgent economic
crisis. on the other hand states the importance to integrate the theory and the
practice and students professional identity by means of practice in real contexts
important to engage students into what is to be a lawyer and what kinds of lawyers
the want to be. Participants were 14 students of law signed in a three credit course.
this is a field work experience which finished with a written report by each student
where they had to answer questions about solo practioners how to start a law
firm knowledge, skills and professional qualities among others. The study used
the interview, the recordings and the students written reports. Mainly the students
faced real situations the same they will face in the real contexts of their future jobs
as lawyers. Five strategies were used to develop better habits for a lawyer: first,
they had to keep record the time they spend on the coursework. second, they have
to use a web based software to upload their assignments. third, students were
required to do frequent writing assignments with short deadlines.fourth, the
students had to research a topic and finally, they were required to participate in a
simulated client intake process. all this to fulfill with the purpose of the study.
finally, the researchers conclude that when implementing different kind of activities
that complement the traditional classroom practices, students will develop as both
their professional identity and the professional qualities to be better lawyers.


Trede F., Macklin, R., & Bridges D. (2012) Professional identity development: a
review of the higher education. Studies in Higher Education. 3. 367 - 384.
Australia.

Authors introduces his study stating that higher education programs should
graduate professionals not only skillful in theories but competent in applying these
in the contexts of work due to that as Reid et al states (cited in Trede et al: 2012,
365) universities are put under increasing pressure by governments to develop
practice based pedagogical curricula that prepare graduates for the world of work.
The study focuses in the analysis of twenty articles about the development of
professional identities in higher education institutions because of the varied
theories, pedagogies and learning strategies. the articles range from 1988 to 2008
all of them taken from a higher education higher engine called Informit and
ebscohost and informaworld. For establishing the appropriate articles three terms
were taken into account: reflective practice, professional reasoning and
transformative learning.
the methodology employed was the philosophical approach to text interpretation
based on studies by Trede & lofts in the is study about exploring human
understanding. some questions were asked in order to find their answers into the
different articles. first the articles were read separately by each one of the
researchers and then they discussed and compared their responses. seven
questions were asked from what professional identity is through what the
implications for university learning and teaching professional identity formation are
The study shows that there are not many higher education literature that explore
the development of professional identity through this type of institutions. on the
other hand concludes that there is literature that is not integrated to the higher
education research and this could help to close the gap in professional identity
development in higher education.


Fajardo, A. (2011). Teacher identity construction:exploring the nature of becoming
a primary school language teacher. Newcastle university. U.K.

Jos Alberto Fajardo is professor at Universidad Pedaggica y tecnolgica de
Colombia. the study was held in this university and its purpose was to answer the
question about how teachers construct their professional identity, so focuses in the
process of it; the study deals with three topics: belonging to a teacher community,
the relationship between knowledge, beliefs and the practice in the classroom and
the participants future expectations about their jobs. the participants were six
Colombian preservice teachers
this is a case study that uses as instruments the interviews, simulated online blogs
as instruments for data collection and the analytical approach is the content
analysis. for the literature review the study takes into account topics such as: the
concept of identity, teacher identity and its relationship with learning and teaching;
teacher knowledge and beliefs, the aspect of belonging to a teacher community
and the teacher development. This focused primarily in the last year where
participants face teaching practicum and the impact it has in a their future goals
finally the researcher states some limitations as the understanding of the
interconnection of a complex system of personal and social dimensions
(Fajardo:2011, 231) and the theoretical limitations among others. On the other
hand the it is suggested that a new study could involve the identification of the
sources of the beliefs plus an intervention in order to tackle possible
misunderstandings concerning language teaching and learning (ibid).


Martin, A.,Grudziecki, J.(2006)DigEuLit: concepts and tools for digital literacy
development. Higher education academy subject network for information
&computer sciences. U.K

the authors are partners in the project of literacy of the university of Glasgow,
Scotland which is supported by the European commission. The study focuses it
attention in the importance digital literacy has taken recently, apart from that it
takes into consideration the different types of literacies that have a relationship with
the first one. the topics range from the digital society, the literacies of the digital,
and the relationship these have with the project. a briefs descriptive the evolution
of technology is made and the different phases it has been faced during the sixties,
but also supports some very useful definitions for studies in this fields such as that
the use of application software becomes the focus of literacy activity and definitions
of computer to IT literacy focus on practical competences rather than specialist
knowledge (Martin:2006, 250)

on the other hand the researchers specify the benefits of getting a better
understanding of this type of literacy, such as to ensure the appropriate digital
competences, identify elements of a program of learning and the facilities to use
the different type of new technologies involved in the process of teaching learning
but focused in the european context.



Lewis, G.(2009)Bringing technology into the classroom.Oxford University
Press.New York.

The book, as its name indicates, is about the use of technology inside the
classroom and beginning stating that educational technology is not new. the effect
of it in the education and the importance of it but taking into account that a teacher
can not pretend to fulfill his/her goals of teaching depending mainly in the
technology, the author clarifies that is necessary to have a plan to work.

The chapter that mainly catches the attention is that a about Virtual learning
environments (VLE) which is defined as software programmes designed to
manage, track, and administer learning which teachers can create courses register
students assign tasks and monitor progress. The chapter clarifies the importance
of not confusing the VLE with the activities, so this is structure in order to attach
activities such as documents and presentations. Some pros and cons are
presented about VLE, for instance they are not centered in students rather than in
activities but, however, states that these can simplify the teacher and students
lives.

the chapter clarifies that VLe are not individual solutions but they will need to take
a lot of planning and coordination and will not take place overnight.



Clarke, M., Hyde, A., & Drennan, J. (2013) Professional Identity in Higher
Education.

Marie Clarke, abbey Hyde and Jonathan Drennan are professors at the University
College Dublin. This chapter begins clarifying that professional identity has been a
topic studied for many years and professional fields in many higher institutions but
that few questions about this topics have been covered for instance how
academics come to posses the constructs and ideas that form their professional
identity. but also indicated the difficulty to define it as a stable entity and that
despite the many studies held there is a lack of sufficient case studies to facilitate
an understanding about the conditions and experiences of those working in higher
education systems (Clarke et al: 2013, 8). The chapter covers topics such as
professional identity formation, how it is viewed, the identity and socialization in
higher education and the networks and gender, mixed identities, and the
professional boundaries. The authors clarifies the changes that have ocurred in
higher education and the early mid carreer stages and the new responsibilities,
aspects that are important in order to understand how a professional or academics
come to posses the constrc
Beijaard et al (cited in Clark et al:2013)conclude the same that other authors when
state that the concept of professional identity was defined differently or not defined
at all. An important contribution is the way they study the problem, they study three
cathegories: teachers identity formation, identifications of characteristics of
teacher professional identity and the use of teacher's stories for analysing the
information.