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Studentsentering university have notions surrounding their futureprofessions. In someinstances the profession has a high socialstatus and the work in that area is well known, inother areas thenature of professional work is opaque. In this paper we discuss theways inwhich students develop a sense of identity with theirprofession, how the nature of the profession impacts on identityformation, how students engage with learning based on theirprofessional expectations, and how their pedagogic experience as awhole leads towards their professional formation. We suggest thatWenger-s community of practice models that highlightintegrated or distributed forms of engagement may be enhancedthrough a consideration of dimensions of learning, identityformation and engagement with professionally encountered content.To explore these issues we combine the research outcomes of twointernational projects, the Journeymen and Professional Entityprojects, involving over 500 students in a variety of disciplineareas. Students in these projects participated in semi-structuredinterviews that focused their attention on their understanding andexperience of professional work, and the way in which theirlearning contributed to the development of their professionalidentities.Identity formation and engagement can be seen to be arelation with the students- learning experience - whichin themselves build up an expectation of the intending profession- and the manner in which they anticipate or practice inprofessional working life. We postulate thatstudents- views of their profession and their pedagogicexperiences combine to incline themtowards a clear or diffuse senseof professional engagement.
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