scholarly journals Analyse der akademischen Orientierungen von Studierenden: Ein binationaler Vergleich

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Māra Vidnere
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Student Teachers ◽  
Professional Competence ◽  
Scientific Discipline ◽  
Teaching Profession ◽  
Professional Activity ◽  
Academic Orientation ◽  
Area Of Interest

The current conditions of economic variations impact the quality of student teachers’ training, their professional competence, and especially that of education, to a great degree. There is a noticeable trend in the labour market of a demand for occupations with high professional qualities, i.e., respective education. Consequently the social importance of pedagogy as a scientific discipline is increasing, and research about students’ academic interests are particuarly important today. A requirement for the effectiveness of this research is ist the ualiy of the research activity, that is if it meets the needs of personalities and of society. A sound foundation for the quality of the research is the development of the scientific methodology. For the development of pedagogy both sides are important—methodology and social function. To achieve successful with a professional activity the pedagogue must decide on his or her developmental aims and discover optimal possible ways to achieve them, be convinced of his/her choice of interests, and secure in and aware of his/her own values. The methodology develops in unity with the development of the pedagogy. In the following contribution the attitudes of student teachers towards their studies is analyzed as their academic orientation during the process of professional identity formation. The object of the methodology of the scientific discipline of pedagogy is resarch activity. The aim of this present study focuses on the orientations and interests of the students with regard to the teaching profession. Students’ orientations were analyzed as their academic orientation in the process of the development of their professional identity. The research adapted the survey about academic orientation (Davidson, Beck & Silver, 1999). The adaptation of the methodologies was conducted under the guidance of professors M. Vidnere and A. Špona and comprised 36 questions on the analysis of academic orientations by students. The question arises if student teachers develop a special area of interest which points to a specific academic orientation.

scholarly journals ¿CON QUÉ MOTIVACIONES Y EXPECTATIVAS SE ACERCAN LOS FUTUROS MAESTROS A LA PROFESIÓN EDUCATIVA?

2016 ◽  
Vol 1 (1) ◽  
pp. 331 ◽  
Author(s):  
Nagore Guerra Bilbao ◽  
Clemente Lobato Fraile
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
Teaching Profession ◽  
Key Factors ◽  
Calidad De Vida ◽  
Social Prestige ◽  
Palabras Clave ◽  
Teacher Professional Identity ◽  
Teacher Professional

ResumenEn la perspectiva de la identidad profesional docente, este estudio se plantea explorar los factores que influyen en su construcción. El objetivo es determinar los principales factores como la motivación, interés y expectativas que los estudiantes declaran tener al iniciar los estudios de la titulación de Magisterio. El marco metodológico se sitúa tanto en el enfoque cuantitativo, como el cualitativo, que permite contrastar e integrar los análisis obtenidos. Finalmente, nos ha permitido concluir que los estudiantes de magisterio se mueven por una serie de motivaciones y expectativas que tienen que ver fundamentalmente con el altruismo vocacional y el prestigio social y la calidad de vida que en estos momentos estiman ofrece la profesión docente. AbstractIn the perspective of teacher professional identity, this study attempts to explore the factors that influence its construction. The objective is to identify key factors such as motivation, interest and expectations of students report having to initiate studies of the degree of Education. The methodological framework lies in the approach both quantitative and qualitative, that permits to the analysis obtained. Finally, we have to conclude that student teachers move through a range of motivations and expectations that have to do mainly with vocational altruism and social prestige and quality of life now believe offers the teaching profession. Palabras clave: identidad profesional docente, motivación, expectativas, estudiantes de magisterio, universidad. Keywords: teacher professional identity, motivation, expectations, student teachers, university.

scholarly journals A CONSTRUÇÃO DAS IDENTIDADES DOS PROFISSIONAIS DA EDUCAÇÃO

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 15-21
Author(s):  
Alberto Albuquerque Gomes
Keyword(s):  
Professional Identity ◽  
Identity Crisis ◽  
Teaching Profession ◽  
Doctoral Training ◽  
Initial Training ◽  
Professional Identities ◽  
Initial Formation ◽  
Rapid Process ◽  
The World

This article results from reflections during my post-doctoral training at the Lusophone University of Humanities and Technology, in Lisbon. I was intrigued that mechanisms or factors were decisive / decisive in the construction of the identity of the teaching profession. Here I present a small cut considering aspects related to the construction of professional identities. Among the questions that emerged from our reflection: what can be enumerated: 1. The enormous dispersion of courses and initial training is an important component, although it is not enough to explain the panorama of the identity crisis of teachers; 2. The low quality of the initial formation can attribute this inconsistency of the professional identity; 3. The indefinition of a field and an object of pedagogy contributes to this fragility; 4. We are faced with a rapid process of resizing the world of work where functions and roles undergo rapid transformations, characterizing the professions without the constitution of new identities

scholarly journals PROMOTING PROFESSIONAL IDENTITY AMONG PRE-SERVICE ENGLISH TEACHERS THROUGH TEACHER CAMPS

2021 ◽  
Vol 32 (2) ◽  
pp. 214
Author(s):  
Anderson Hidarto ◽  
Chindy Christine
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
English Language ◽  
Principal Component ◽  
Language Teachers ◽  
Resource Exploitation ◽  
Before And After ◽  
Pre Service Teacher ◽  
Teaching Ideas

With a mission to enhance the quality of EFL teachers, the Regional English Language Office (RELO) of the U.S. Embassy in Indonesia has conducted a pre-service teacher camp where practical teaching innovations are taught alongside reflective practices and the development of social and intercultural competences. This paper aims to examine how the participants, who are pre-service language teachers, perceived their professional identity as potential EFL educators after attending Camp EPIC and to what extent the program contributed to this process of professional identity formation. The study employed a mixed-methods survey where a total of 45 participants of Camp EPIC 2018 were purposively selected. They were asked to provide descriptions of themselves as teachers before and after the teacher camp, which were then analysed qualitatively using thematic analysis. As for the quantitative data, a set of thirty-three Likert-scale items were examined using Principal Component Analysis (PCA). The triangulated data indicated that the participants’ perception was positively altered after the camp. While some mentioned that they were more resourceful and creative with teaching ideas, others showed a higher level of self-efficacy concerning their competence. These changes could be attributed to four major features of the camp: reflection, feedback, resource exploitation, and collaboration.

THE PROBLEM OF PROVIDING GUARANTEES ON THE QUALITY OF MILITARY SPECIALISTS’ TRAINING: RESULTS OF EXPERIMENTAL STUDIES

2019 ◽  
pp. 50-55
Author(s):  
Y. Chernykh ◽  
O. Chernykh
Keyword(s):  
Professional Competence ◽  
Educational Institution ◽  
Research Work ◽  
Experimental Studies ◽  
Educational Process ◽  
Point Of View ◽  
Professional Activity ◽  
Sociological Study ◽  
Military Institute

The article examines the quality of training of cadets – the graduates of higher military educational institutions and military educational units of higher education institutions (hereinafter – HMEI). The quality of training is assessed by future officers as the main components of their own competencies. The main factors contributing to the improvement of the quality of military specialists’ training are analyzed.In order to assess the quality of training of military specialists during the implementation of research work among graduates of HMEI, a sociological study has been conducted. The main attention is paid to the problem of identifying the current state of the quality of training of military specialists and the identification of factors that will increase the effectiveness of the educational process in the HMEI. The sample was taken in seven leading HMEI: National Army Academy, Kharkiv National Air Force University, Military Academy (Odesa), Institute of Armored Forces of National Technical University “Kharkiv Polytechnic Institute”, Zhytomyr Military Institute, the Military Institute of Telecommunications and Informatization, Military Institute of Taras Shevchenko National University of Kyiv.The quality of training of military specialists was considered from the point of view of graduates’ self-examination, namely: awareness of their own professionalism; possibilities of realization of individual abilities and inclinations; mastering the methodology of self-education, self-improvement; psychological readiness for professional activity; competence; ability to perform employment duties in the troops successfully.When planning a sociological study, all questions were brought together into five main blocks: socio-demographic characteristics of respondents; level of readiness of graduates to perform employment duties in troops, forces (the formation of appropriate competencies); changes (directions of improvement) in the content and methods of studying in HMEI offered by graduates to improve the quality of their own training; organizational measures that, in future officers’ opinion, should be used to improve the quality of training of military specialists; factors that are more of a concern for graduates after completing their studies;Key words: quality of training, professional competence, graduate of higher military educational institution, sociological survey

scholarly journals Digitalization of education: trends in teacher training

2021 ◽  
Vol 273 ◽  
pp. 12075
Author(s):  
Vladimir Borisenkov ◽  
Olga Gukalenko ◽  
Viktor Pustovoitov
Keyword(s):  
Economic Development ◽  
Professional Training ◽  
Professional Competence ◽  
Public Institutions ◽  
Children And Youth ◽  
Professional Activity ◽  
Future Teachers ◽  
Commercial Organizations ◽  
Personal Interests

Taking into account interstate and national requirements, an analysis of the significance was carried out and trends in the preparation of teachers for professional activity in the context of the digitalization of education were identified. It is noted that the ongoing scientific research affects various areas of training future teachers, however, they mainly consider certain aspects of professional training of teachers. Among the promising directions for the development of the process of training teachers are identified: the development of methodological concepts, strategic national projects and programs for the training of teachers, taking into account the prospects for economic development, digitalization of society and the education system; the transition to understanding the digitalization of professional pedagogical education as a process that includes the formation of future teachers’ personal readiness for professional activity in the context of the digitalization of society and education; provision of the process of training pedagogical personnel with hardware, network and software resources adequate to the needs; reducing the level of academic load on teachers who train teachers; improving the quality of professional pedagogical education based on personalization and targeting; ensuring the parity of interests of commercial organizations, state and public institutions, personal interests of future teachers; purposeful formation of future teachers’ competence in the design and modernization of educational space based on IR technologies; formation of professional competence among future teachers in the field of ensuring the protection of children and youth in the information space.

scholarly journals Forschungsmethodologie zum Wesen und Inhalt der beruflichen Identität der Hochschullehrkräfte

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Ausma Spona
Keyword(s):  
Professional Identity ◽  
Professional Activity ◽  
State University ◽  
Post Secondary ◽  
The Usa ◽  
Active Research ◽  
Four Levels ◽  
Methodological Principles ◽  
Social Components

Research on the development and self-realization of human personality is based on the perception of humans as philosophical beings. The question surrounding the „human being“ has become a question about the survival of humanity. In research centres in Europe, the USA, Canada, China, Australia the balance between biological, psyological and social components in human development is becoming an evermore active research focus. A research group from the Academy for Teacher Education and Educatioanl Administration Riga and the State University Smolensk (Russia) analyzed the professional identity of post-sendary teachers from two cultures with the aim of analyzing the nature of the professional identity of pedagogues and to determine a research methodology. Methodology in pedagogy involves teaching about the untiy of theory and research methods. The structure of scientific methodology is composed of four levels: 1) general theoretical, philosophical, methodological principles and approaches; 2) general pedagogical methodological principles; 3) regularities and principles of the sub-field of pedagogy; 4) principles of selection and use of research methodologies for a specific theme, based on empirical data. The methodological sources of this research are theoretical literature, dissertations in pedagogy as well as individual experiences of pedagogical and scientific activities. The research results show that the professional activity of post-secondary teachers and the quality of societal development influence and connect with each other.

scholarly journals I-concept of one’s Professional Identity: Formation in Class and at Work

2018 ◽  
pp. 121-128
Author(s):  
M. V. Sokolskaya ◽  
I. K. Korosteleva
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Far East ◽  
Sensitive Period ◽  
Professional Activity ◽  
Practical Training ◽  
Special Role ◽  
Adaptation Period ◽  
Initial Assumption ◽  
High Degree

The paper features some results of a pilot research on the formation of I-concept of one’s professional identity during practical training and at work. The issues of the I-concept draw attention of modern scientists; however, the problem of I-concept of one’s professional identity remains largely understudied, e.g. its sensitive period of formation, conditions, factors and dynamics, interrelations between the I-concept of one’s professional identity and one’s professional activity, etc. An adequate I-concept plays a special role in the activities connected with extreme conditions, a high degree of responsibility and a brief adaptation period, e.g. public transport. The research involved first thirdand fifth-year students of State Transportation University of the Far East (Khabarovsk) and railroad employees of the corresponding profile. The diagnostic package was shaped according to the theoretically revealed structure of the I-concept. The results confirmed the initial assumption that one’s "I-concept" of the professional identity is rooted in one’s learning and practical training, but its actual formation happens during one’s professional activity. The paper contains some recommendations on I-concept formation in students majoring in transport.

“You Should Wear to Show what You Are”: Same-sex Sexuality Student Teachers Troubling the Heteronormative Professional Identity

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Anthony Brown ◽  
Boitumelo Diale
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
School Environment ◽  
Self Regulation ◽  
Teaching Profession ◽  
Dress Code ◽  
Same Sex ◽  
Sexual Diversity ◽  
Work Integrated Learning ◽  
Training Programmes

Although schools are meant to be places where fundamental human values are taught and embraced, challenges encountered by student teachers with same-sex sexualities are inherently connected to contextual experiences of rejection and of being “othered.” These student teachers navigate the internalised homophobia, low self-esteem and anxiety of the teaching profession and begin to take on the role of the activists who “unsilence” and “visibilise” sexual diversity in normative school environments. However, there is scant research on how self-identified effeminate gay and masculine lesbian student teachers negotiate and navigate their identities in a heteronormative school environment during Work Integrated Learning (WIL). This article interrogates the conflation between gender expressions and the assigned sex that seems to raise the question of fitness of same-sex sexuality student teachers for the profession. In the research project undertaken, a qualitative design, which comprised a focus-group interview to elicit responses from 12 self-identified same-sex sexuality student teachers, was utilised. Themes that emerged from the data analysis are: policed bodies and gender-regulated professional teacher identities; self-regulation and performativity; and disrupting heteronormativity in the classroom. These themes are embedded within Activity Theory (AT). The results of this study show how the policing of dress code, mannerism and perceived sexual practice regulated and “genderised” teacher professional identity in schools. This indicates that as part of diversity education, urgency exists for teacher training programmes to incorporate knowledge on inclusive collegial atmospheres that are accommodative of same-sex sexualities.

THE DIAGNOSIS OF TEACHERS’ POSTGRADUATE EDUCATION QUALITY

2021 ◽  
pp. 139-147
Author(s):  
Iryna Kholod
Keyword(s):  
Professional Competence ◽  
Postgraduate Education ◽  
Foreign Languages ◽  
Professional Activity ◽  
Advanced Training ◽  
Teaching English ◽  
Digital Competence ◽  
State Pedagogical ◽  
Training Courses

The article dwells on the problem of the quality of postgraduate pedagogical education through training courses. It presents the results of diagnostics of the quality of professional competence development, revealed by questioning the participants of advanced training courses of the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. To identify the level of organization and teaching of online training courses, as well as to determine the difficulties that arose in their learning process, we conducted a survey of participants. Based on the analysis of the results of the survey, we made some proposals that participants consider a priority for their professional development.The article demonstrates the experience of the Faculty of Foreign Languages in organizing postgraduate training courses. The program of the advanced training course for English teachers at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University concerns current Standards in the subject “The methods of teaching English”. The new program recommends implementing interactive teaching approaches and technologies, creative tasks, case studies, projects into the training courses. The main components of a teacher’s professional activity are aware of the needs of learners, planning and organizing lessons, assessing the level of communicative competencies, as well as the mastering of English, methods of teaching, managing their professional development. We discussed the conditions and forms of training, content materials, some specific difficulties in organizing training courses. Keywords: postgraduate pedagogical education, training courses, quality assessment, questionnaires, methodological competence, digital competence, location of training courses, modern methods of teaching English, online courses.

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