Characteristics of Samples in Russian-Latvian Research Project on Pedagogue Professional Identity: Analysis of Personal Information Items (original) (raw)
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SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference
The article presents the results of the international study of the professional identity (PI) of schoolteachers of Russia and Latvia. The six component model of the content of the PI is used in the study. According to this model, the questionnaire “School Teacher Professional Identity” was created and international survey organized in 2017, in which 433 schoolteachers from Latvia and the Smolensk region of Russia participated. The aim of this article is to analyze the data of two national samples for the first component of the schoolteacher PI: Philosophy of the Profession. The data in both samples show very high support for the basic values and beliefs of the profession. The answers of the teachers of the two countries are well agreed, however certain differences in the data of Latvian and Russian teachers are observed. Some problems of the schoolteacher PI are identified that require attention of teachers, school administrators and education officials.
Economics and Culture
The article presents the results of the international study of the professional identity of schoolteachers of Russia and Latvia. In the study, the six component model of the content of the teacher professional identity (TPI) is used. According to this model, in 2017, the questionnaire “School Teacher Professional Identity” was created and international survey organized, in which 437 schoolteachers from Latvia and the Smolensk region of Russia participated. The aim of this article is to analyze the data of the two national samples for the 6th component of TPI: “Professionally Determined Social Behavior”. This behavior is not connected with the implementation of direct professional duties, but corresponds to the philosophy of the profession: taking up the mission of educating community, active involvement in social life, participation in formulation and solution of social problems having pedagogical aspects and unselfish professional help to those who need it. To process the data, sta...
Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference
In most studies on professional identity (PI) of teachers, the subject of research is the PI of a school teacher; far less attention is paid to teachers working at higher education institutions (HEI). The aim of this article is to study the model of HEI teachers’ professional identity by a general comparative analysis of the indicators of its structural components in samples of Riga and Smolensk. The structural components of the proposed model are philosophy of the profession, professional knowledge, professional roles, professional attitude to work, cooperation with colleagues, professional engagement behaviors. To test the relevance of the model, a questionnaire was created with 60 items, and a survey of university teachers was carried out. In total, 198 teachers were surveyed in Riga and Smolensk. The obtained results show the relevance of the proposed model of teachers’ PI and the technique developed to study it. All the components of the model have high average scores and corre...
Economics and Culture
The strengthening of professional identity (PI) of teachers of higher education institutions (HEI) is one of the ways to improve the quality of educational process. Performance of professional role(s) can be identified as the key component of PI. The contemporary university teacher performs many professional roles: she/he is a lecturer, researcher, supervisor of students’ research works, expert, and so on. Multi-role activity of a teacher is considered as a characteristic feature of the profession by the colleagues in Latvia, Russia and other countries. This research is based on the data obtained during the implementation of the Project ‘Professional Identity of Contemporary Pedagogue’ in 2014–2016 by the researchers from Riga (Latvia) and Smolensk (Russia). In the realization of the project, the six-component structural model of the content of HEI teacher’s PI was created and the survey was carried out using the questionnaire ‘HEI Teachers’ Professional Identity’ developed by the p...
Economics and Culture
Teacher is a key figure in the implementation of reforms in higher education. Pedagogical research of the professional identity (PI) of teacher, her/his priority values, self-evaluation of performances and professional knowledge and the way how she/he conceptualises the profession at an individual level can lead to the most appropriate strategies to manage the educational reforms successfully. This article presents some results of the Latvian-Russian project ‘Professional Identity of Contemporary Pedagogue’ implemented in 2014-2016 by researchers of Riga (Latvia) and Smolensk (Russia). In the realisation of project, a hypothetical model of the content of Higher Education Institution (HEI) teacher’s PI was created, and HEI teachers’ survey was carried out. In total, 198 teachers were surveyed in Riga and Smolensk. The aim of this article is to examine the relevance of the proposed model and analyse the indicators of the first two components of the model: Philosophy of the Profession ...
Perception of teacher education and professional identity among novice teachers
European Journal of Teacher Education, 2010
The relevance of the research is explained by the contradiction between the needs of the society and the state in teachers with a high level of professional identity capable to create a convincing, positive, socially significant image of modern person, and the lack progress in a number of theoretical, methodological, ontological and structural aspects of the problem of motivation of a modern teacher for professional selfimprovement. The article analyzes the accumulated information about professional identity in the national and foreign Pedagogy of the late XXearly XXI centuries and the empirical data obtained during the Russian-Latvian project in 2013-2017 in the field of structural components of teachers' professional identity. The leading method of the research of this problem was a questionnaire survey, conducted among 721 teachers of secondary schools of Smolensk and Riga, which allowed identifying the components having a statistically significant impact on the teacher's professional identity. The article presents data indicating that, generally, the professional identity of both Russian and Latvian teachers, regardless of the years of their teaching experience, is characterized by a democratic style of work. Among the alarming indicators revealed in the course of the Russian-Latvian survey is a psychological and emotional state in their professional activity and value orientations in the profession. The practical usage of the results will contribute to the formation of professional identity not only of young teachers but also of students of pedagogical universities.
2016
This study was designed to assess the correlation between teachers professional identity and some aspects of teachers quality in Republic of Serbia. The research goal was to determine the structure of professional identity of teachers and connection with indicators of the teacher quality (N=221).The obtained results show statistically significant correlation between the elements of professional identity of teachers and the indicators of the quality of teachers. The research results confirmed the general hypothesis of our research: it is possible to determine the interpretable and plausible factorial structure of professional identity and teacher quality and there is a statistical significant and positive correlation between professional identity of teachers and teacher quality.
European Scientific Journal, ESJ, 2016
As multidimensional concept, primarly relational rather then substantial, professional identity can be investigated in nexus with sociodemographic and psychological variables. On a sample of N= 284 active teachers in Serbia and in Montenegro, the author examined the prominence of various aspects of teachers professional identity (teaching practice, school and profession, student development, personal development, role anticipation, and commitment to roles), as well as their interrelationship with some psychological variables (self-esteem, self-assessment of their own success, satisfaction with family, and professional satisfaction) and sociodemographic variables (sex, place of residence, years of service, and financial status). The obtained results show that personal development is the most pronounced aspect of teachers' professional identity and that role anticipation is the least pronounced one. Significant correlation has been found between different aspects of professional identity and individual psychological correlates. The results show that there is a possibility of predicting professional identity (the majority of measured aspects) based on a set of psychological predictors. The best predictor in all aspects of professional identity is professional satisfaction. Regarding the nexus with certain sociodemographic characteristics, an interesting finding is that years of service negatively correlated with most of the examined aspects of teachers' professional identity. The results imply the need for further research of this phenomenon, with the inclusion of a number of psychological and social factors that are directly or indirectly related to the professional identity of teachers.
Student Teachers’ Professional Identity: Research in the Republic of Serbia
The New Educational Review
Building professional identities of student teachers at the beginning of their vocational education and professional training provides opportunities to explore diversity of practice and provide external support. In the available literature, there is only a small number of studies that explore the professional identity of pre-service and student teachers. The main problem of this research is to examine self-reported attitudes toward student teachers' professional identity dimensions. The second aim of the presented study was examining the reliability and concurrent validity of the Student Teachers Professional Identity Scale (Fisherman & Abbot, 1998), which was used for the first time in Serbia. The initial sample of respondents consisted of 158 students from the Faculty of Pedagogical Sciences. Results indicate that university students perceive teaching roles more as a specific job and not as a profession. They are goal-directed towards their job as teachers and perceive their practice as a part of their studies and not as a result of their professional identity development as teachers. The mentioned scale (for one-factor solution with the satisfactory criterion of confirmatory factor analysis) obtained very good reliability (α = .935) and concurrent validity indicators and values. Researching professional identity at early career stages can help educators to emphasize the multidimensionality and complexity of the teaching profession.