In the module TW5212: Workplace issues in technical and professional communication, I learnt about communities in technical communication. Among the concepts learnt, the term “professional identity” stood out to me. It refers to the image of an individual at work regarding their “values, motives, experiences, attributes and beliefs” (Rees and Monrouxe, cited in Poole and Patterson 2021). Before this lecture, I assumed that anyone would have one identity once they entered the labour market. However, I then realised that a professional identity is not something fixed but developed over time (TU Delft n.d.). This realisation raises a question in me – What shapes the professional identity of a newcomer in instructional design?
In the past, I used to think that personal effort was the sole contributor to my professional roles. However, now I know that social participation is also important. Wenger (1998) proposed five aspects of identity. What interests me is that these aspects underline the participation in communities of practice as a vital element for the development of a professional identity. My interpretation of participation in communities is that it could be any interaction between instructional designers. It does not have to be set in a formally organised group. A simple conversation where ideas are exchanged is enough to contribute to shaping one’s identity.
Building from that, the professional identity of a new instructional designer can be defined by the willingness to learn and adapt. It is not about self-learning, but rather, learning through interaction. When they practice reflecting on their work and interacting with other professionals, they can gradually accumulate knowledge, experience and skills to enhance their profile in the field.
Through Wenger’s framework, I realised that I had developed my professional identity individually. In my previous position, I focused only on completing assigned tasks. I rarely sought out opportunities to connect with other practitioners. Currently, I am building my LinkedIn profile to participate and contribute to communities. There, I can learn from other professionals while cascading new knowledge that I know. Now thinking back about the question I posed from the beginning, I believe that one professional identity is not crafted by one single individual, but rather jointly shaped by others.
References:
IOSH Magazine (2022) What is professional identity? [image], available: https://www.ioshmagazine.com/2022/01/04/what-professional-identity [accessed 01 Mar 2026].
Mireia Las Heras (2020) Create a sustainable career [image], available: https://mireialasheras.com/1creating-a-sustainable-career-professional-identity/ [ accessed 01 Mar 2026].
Poole, C., Patterson, A. (2021) ‘Fostering the development of professional identity within healthcare education-interdisciplinary innovation’, Journal of Medical Imaging and Radiation Sciences, 52, 45-50, available: https://doi.org/10.1016/j.jmir.2021.08.012.
Professional Identity (n.d.) TU Delft, available at: https://www.tudelft.nl/studenten/mijn-studie-ik/persoonlijke-ontwikkeling/managing-your-career/career-toolkit/professional-identity [accessed 01 Mar 2026].
Tech Change (n.d.) Communities of Practice [image], available: https://www.techchange.org/communities-of-practice/ [accessed 01 Mar 2026].
Wenger, E. (1998) Communities of practice: Learning, meaning, and identity. Cambridge University Press.
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