Becoming a Professional: Analysis of the Reciprocal Influence between I-Positions and We-Positions in a Group of University Students

Abstract Transitioning from a student to a professional position is a complex process that requires the involvement of different learning experiences based on facing authentic problems of professional practice. In this study, we explore the evolution of a group of five students in the context of an context of an innovative psychology degree programme at training future professionals in educational psychology. The students carried out a professional project that involved helping schoolteachers in dealing with some of the difficulties they face in their daily work. For this purpose, they collected in situ information, made joint decisions, discussed those decisions in a digital forum with other students and professionals and prepared a proposal, which they subsequently presented for evaluation. Data obtained from mapping, individual interviews, the Personal Position Repertoire, the community identity plot and the focus group were analyzed. Through content analysis, the participants’ positions as students or professionals and the transitions between them were identified. The results show reciprocal changes in the I-positions and We-positions which influence individual and group construction of professional identity. Furthermore, these changes informed us of the educational potential of some teaching activities.