scholarly journals Social Behavior of Schoolteachers of Latvia and Russia in the Structure of Teacher Professional Identity

2018 ◽  
Vol 15 (2) ◽  
pp. 43-54
Author(s):  
Jelena Jermolajeva ◽  
Tatiana Bogdanova ◽  
Svetlana Silchenkova
Keyword(s):  
Social Behavior ◽  
Professional Identity ◽  
Social Life ◽  
School Teacher ◽  
International Study ◽  
High Dispersion ◽  
Active Involvement ◽  
Depth Study ◽  
Teacher Professional Identity ◽  
Teacher Professional

Abstract 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, statistical methods were used. On the whole, items of the component received relatively high scores in both national samples. Certain differences in the data of Latvian and Russian teachers as well as urban and rural subgroups of both countries are observed. High dispersion of data shown in this component indicates that the professionally determined social behavior is the most acute and controversial aspect of TPI; therefore, the elaboration of optimal ways and tools to strengthen TPI should be based on an in-depth study of social behavior of schoolteachers.

PHILOSOPHY OF THE PROFESSION IN THE STRUCTURE OF SCHOOLTEACHER PROFESSIONAL IDENTITY IN LATVIAN AND RUSSIAN SAMPLES

2018 ◽  
Vol 2 ◽  
pp. 169-179
Author(s):  
Jelena Jermolajeva ◽  
Tatiana Bogdanova ◽  
Svetlana Silchenkova
Keyword(s):  
Professional Identity ◽  
School Administrators ◽  
School Teacher ◽  
International Study ◽  
International Survey ◽  
Values And Beliefs ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Very High ◽  
High Support

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.

scholarly journals International Study of Teacher Professional Identity

2019 ◽  
Vol 19 (3) ◽  
pp. 306-319
Author(s):  
Asya S. Berberyan ◽  
Tatyana V. Bogdanova ◽  
Svetlana V. Silchenkova ◽  
Elena B. Ermolaeva ◽  
Nune T. Vardanyan
Keyword(s):  
Professional Identity ◽  
Personal Development ◽  
Structural Model ◽  
School Teacher ◽  
International Study ◽  
Value Orientations ◽  
Professional Activity ◽  
Structural Components ◽  
Professional Activities ◽  
Teacher Professional

Introduction. The article is devoted to the international research project “Professional Identity of a Modern Teacher” (2013–2018). Formed professional identity is the key to self-realization and professional and personal development. As well as a developed and formed professional identity ensures successful professional activity, which is very important for the development of society. The purpose of the article is to reveal the content of the professional identity of the modern teacher. Materials and Methods. The main stages and empirical base of research are presented. Based on the analysis of the results of the survey according to the method “Professional Identity of a Higher School Teacher” and taking into account the specifics of the work of a school teacher, in 2017. The structural model of the teacher’s PI content was clarified, the content of the structural components of the model was adjusted, and the teacher’s Professional Identity methodology was created (authors A. Shpona, M. Widner, E. Ermolaeva, T. Bogdanova, S. Silchenkova) Statistical methods were used to analyze the data obtained: a comparison of the groups of respondents by the components under study using the Mann – Whitney U-test, correlation analysis, descriptive statistics, tabular and graphical methods. Results. The main results are given: a teacher’s professional identity model, its structural components, average values of professional identity by blocks for Latvian, Russian and Belarusian samples. Discussion and Conclusions. An international study showed that many Russian and Latvian teachers work with the awareness of the high mission of their professional activities, are aimed at developing students’ competence, cultural and value orientations, and set themselves the task of raising the level of education in society as a whole.

SCHOOL TEACHER OUTSIDE OF CLASS: SELF-REFLECTION OF PEDAGOGUES FROM LATVIA AND RUSSIA ON THEIR COOPERATION WITH COLLEAGUES

2019 ◽  
Vol 2 ◽  
pp. 147
Author(s):  
Jelena Jermolajeva ◽  
Tatiana Bogdanova ◽  
Svetlana Silchenkova
Keyword(s):  
Professional Identity ◽  
School Teacher ◽  
Component Model ◽  
International Survey ◽  
Research Project ◽  
Rural Teachers ◽  
Self Reflection ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Russian Research

In this article teachers’ self-reflection on the cooperation with colleagues is considered. In the study the instruments elaborated in the framework of Latvian-Russian research project on modern teacher professional identity (2014 – 2018) were used: the six component model of the content of the teacher professional identity and the questionnaire “School Teacher Professional Identity”. In the international survey carried out in 2017 schoolteachers from Latvia and the Smolensk region of Russia participated; the total number of respondents was 437. The aim of the article is to analyze and compare the data of two national samples for the items of the questionnaire concerning the teachers’ self-reflection on the cooperation with colleagues, and reveal differences in views and attitudes of the urban and rural teachers from Latvia and Russia. In general, the mentioned items have relatively high scores in both national samples. At the same time certain differences between the data of Latvian and Russian respondents as well as the urban and rural subgroups of both countries are observed. 

scholarly journals A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE

2019 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Maria Dewi Rosari
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Self Efficacy ◽  
Occupational Commitment ◽  
School Type ◽  
School Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Depth Interviews ◽  
Formal School

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.

Teacher professional identity development through digital stories

2021 ◽  
Vol 162 ◽  
pp. 104040
Author(s):  
Deoksoon Kim ◽  
Yinru Long ◽  
Yi Zhao ◽  
Shuyue Zhou ◽  
Jeremy Alexander
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Professional Identity Development ◽  
Digital Stories ◽  
Teacher Professional Identity ◽  
Teacher Professional

scholarly journals Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers

2019 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Yohanes Maria Restu Dian Raharjo ◽  
Yuseva Ariyani Iswandari
Keyword(s):  
Professional Identity ◽  
Coping Strategies ◽  
Teaching Practice ◽  
Survey Design ◽  
Teacher Preparation Program ◽  
Preservice Teaching ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Social Views ◽  
And Coping

Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about “good teacher”, studentteacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and Program Pengalaman Lapangan or PreService Teaching Practice (PTP) influences this process by providing support and opportunities in creating a strong professional identity since they are still in a preservice phase. The different nature between MT (situated) and PTP (concrete) can be challenging to the pre-service teachers (PSTs), especially during the PTP. These challenges are called professional identity tensions and they involve PSTs (as a person and professional) and undesirable situation. This study aimed to identify the professional identity tensions faced by EFL PSTs during their PTP and how they coped up with the tensions. The study employed a qualitative survey design. The results identified six professional identity tensions and two coping strategies from the story of seven EFL PSTs. Those PSTs was indicated either to feel tension or to have experiences that might lead them to tension. Keywords: EFL pre-service teacher; professional identity tension; coping strategy

Sign in / Sign up

Export Citation Format

Share Document