Keynotes and Speakers for ITx Rutherford
Eastern Institute of Technology
Education design through constructive alignment places importance on the links between a professional framework of practice, graduate profiles, learning outcomes, and assessments.
But in post-graduate professional practice computing education involving practicing IT professionals, the professional framework of practice is often complex, dynamic, and unique to each learner. The literature describes understandings of professional identity but there is little research into the professional identities of computing professionals and less on the development of these through computing education journeys.
In this paper, we take an auto-ethnographic action research approach to examine the evolution of an experienced IT practitioner (first author) as he undertakes a Masters of Professional Practice. We describe the professional identity of the author at seven stages through the learning journey and show an evolution of how this identity provides more than just support for the learning journey, to a great extent it is the journey. We expect this work to be of interest to those teaching in computing education, particularly those developing graduate programmes, and to those interested in furthering understanding of what it means to be a computing professional.