LEARNING TO SEE THROUGH THE SPECTRUM OF THEORY—IT TAKES PRACTICE: CASTING A PHENOMENOLOGICAL GAZE INTO THE BECOMING OF PROFESSIONAL PLANNERS IN AMERICA
Date
2022
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
Professional identity is made up of the beliefs associated with a given field and is formed through a process known as professional socialization (Cruess et al., 2015). When successful, this process results not only in providing a clear image of what the professional role requires, but also in equipping the practitioner to effectively carry out the duties associated with the profession (Ibarra, 1999). Diverse planning theories developed over the past several decades are thought to help planners imagine themselves in their professional role and guide their actions in practice, but little is known about the beliefs of practicing planners or how they relate to planning theory. Going further, little is known about what shapes these beliefs in the first place. The purpose of this mixed-methods post-intentional phenomenological study was to describe the beliefs of planners at different stages of their career while illuminating the experiences that have shaped them into who they are as a professional. Carried out in two phases, study findings from Phase I include quantified beliefs of the planner’s role, approach, and philosophies as they relate to planning theory. Phase II findings included the illumination of the production of becoming a planner. This production was analyzed using Elder Vass’s (2010, 2012) critical realist theory of emergence, uncovering two provocations which provoke the production of becoming a planner: micro-interactions and macro-interactions. Together, these provocations gaze into the planner’s experience becoming socialized into the profession while providing insights which should be of interest to planning students, educators, administrators, and practitioners alike.
Description
Keywords
Urban planning, Social research, critical realism, mixed-methods, phenomenology, professional identity, professional socialization, social ontology
Citation
Extent
83 pages
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.