Professional Roles as the Structural Component of Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk (original) (raw)
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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
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 ...
Current paper on the topic "Professional identity development in higher education: case of university teachers describes the master's research of the professional identity development of the university teachers. The research problem was formulated based on the specific of teaching at the university, as university requires both pedagogy and scientific job. There is no clear answer about features of identity development in such a multifaceted field, as the most fulfilling answer within the articles is the separation of higher education teacher's identity parts. To fill the gap in scientific data we formulate research questions: "How a university teachers' identity is developed?" and "What contributes to the university teachers' professional identity?" The purpose of our research is to build a theory about university teachers' professional identity construction by investigating the development of professional identity. In the current research, was used a constructivist grounded theory described by Charmaz, as it is a highly flexible method that takes reflexivity and research relationships into account, assumes that both data and analyses are social constructions, and allows to use of more than one core category. The non-probability purposive sampling was chosen according to the discretion of the researcher. The sample consists of 8 teachers from the three universities in the city of Lviv. The data used in this study were drawn from intensive interviewing, which involves an in-depth exploration of participants' first-hand experiences. The data analysis process was conducted according to the phases indicated by Charmaz: data were separated, sorted, and synthesized through qualitative coding. We identified 16 categories, 2 main categories, and referred the rest to the four coding families that allow creating precise theory. The core contributions to the university teachers' professional identity development bring ongoing development and social engagement. Other conditions and processes that affect the formation of the professional identity of the university teacher we distinguished are feeling support from different sources, to be self-critical and reflective, being authentic and autonomous. Also, teachers are leading in their work by scientific authority and adequate feedbacks from students. Identity development also takes place in a reproduction of duties as a scientist and supervisor. Context of identity development and outcomes were described after all.
Sabiedrība, integrācija, izglītība, 2018
The study is a part of Latvian-Russian research project on the professional identity of teacher started in 2013. The aim of the article is to analyze and compare the data of Latvian and Russian respondents in personal information items in two questionnaires for school teachers and university lecturers designed for studying the structural model of teacher's professional identity. The surveys were carried out in 2015 (for university teachers, 198 respondents) and 2017 (for school teachers, 433 respondents). The common features of the modern pedagogical staff of the two countries are revealed, and differences and problem zones of the educational systems are indicated. Examining respondents' personal information items, researchers revealed that in both countries, official statistical data on the pedagogical community, especially on the school teachers community, are incomplete and contradictory, especially in general school education. This suggests the need to improve methods of collecting statistical information in the field of public education.
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.
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.
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.
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...
Conceptualizing the Understanding of Professional Identity in Teacher’s Career
European Scientific Journal, 2014
The article deals with the research designed as the Grounded Theoryto explore and conceptualize the practising teachers' perception of their professional identity. The practising teachers -master students of the professional master study programme "Teacher" study module "Education for Well-being and Cohesion" taking the course "Educator's Professional Identity and Pedagogic Mastery" were chosen to help to formulate the theory. Analogies (metaphors) and narrative essays have been used as the techniques for identifying concepts. Making associations, brainstorming, coding, making concepts, conceptual sorting in categories, memoing and outlining theories was the procedure how teachers conceptualized the various elements used to construct professional identity.Word frequency list and keyword-in-context list techniques were used to carry out computer-aided content analysis and represented by the help of Wordle.net -the tool for generating "word clouds" from text that is provided. The outcome of this research is the content of teachers' professional identity discussed and analysed in the light of various theories and in close link with the concepts of "professional career", "personality development", "career" and "self-concept". Based on the keywords provided by teachers, the teacher's professional identity structure consisting of 4 components: professional "self-concept", harmony of professional identity, successful self-determination and creative professional activity was elaborated by adding criteria notions, as well as the content analyses of teachers' narratives was used to identify professional identity development statuses.