VALUE OF PEDAGOGICAL PROFESSION: ANALYSIS OF ADVANTAGES OF TEACHING AS VIEWED BY SCHOOL TEACHERS

Authors

  • Jelena Jermolajeva The University College of Economics and Culture

DOI:

https://doi.org/10.17770/sie2016vol2.1382

Keywords:

advantages of teaching profession, professional values, structure of professional advantages

Abstract

The professional values of a teacher form the core of his/her professional identity. They are manifested, among other things, in teacher’s views on the value and advantages of the profession. The aim of this paper is to analyse and compare the views of school teachers of Riga and Smolensk on positive aspects of the profession, and reveal theirs structure. To this aim, a survey was implemented, which involved 144 teachers from Latvia and Russia. Four main categories of advantages are identified in the massive of teachers’ answers; those of self-development and communication with students are the most often mentioned.

References

ATL (2015). New Teachers Already Demotivated About Teaching at the Start of TheirCcareers. Survey by Association of Teachers and Lecturers (UK). Downloaded from https://www.atl.org.uk/Images/Jan%2023%20for%2027,%202015%20-%20New%20teachers%20already%20demotovated%20about%20teaching%20at%20the%20start%20of%20their%20careers.pdf

Canrinus, E.T. (2011). Teachers’ Sense of Their Professional Identity. PhD Thesis. Groningen: Rijksuniversiteit Groningen.

Beijaard, D., Meijer, P.C., Verloop, N. (2004). Reconsidering Research on Teachers’ Professional Identity. Teaching and Teacher Education, 2004, Vol. 20, 107–128.

Dorussen, H., Lenz, H., Blavoukos, S. (2005). Assessing the Reliability and Validity of Expert Interviews. European Union Politics, 6(3), 315-337.

Hong, J.Y. (2010). Pre-Service and Beginning Teachers’ Professional Identity and Its Relation to Dropping Out of the Profession. Teaching and Teacher Education, 26, 1530–1543.

Jenlink, P. M. (Ed.) (2014) Teacher Identity and the Struggle for Recognition: Meeting the Challenges of a Diverse Society. Lanham, Maryland: Rowman & Littlefield Education.

Menzies, Loic et al. (2015) Why Teach? (Why People Go Into, Stay In or Leave Teaching). London: Pearson. Downloaded from http://whyteach.lkmco.org/wp-content/uploads/2015/10/Embargoed-until-Friday-23-October-2015-Why-Teach.pdf

Pipere, A. (2003) Identity of Learning Teacher: Examining Structural Variations and Interactive “Self”. The Irish Journal of Psychology, V. 24, No. 3-4, 143–160.

Woo, H. R. (2013). Instrument Construction and Initial Validation: Professional Identity Scale in Counselling. PhD Thesis. Iowa: University of Iowa.

Богданова, Т.В., Ермолаева, Е.Б. (2015). Исследование профессиональной идентичности учителей Смоленска и Риги. Психология обучения, 6 (Июнь 2015), 79–98.

Резапкина, Г.В. (2011). Развитие профессионального самосознания учителя. Вестник практической психологии образования, №1(26) январь—март 2011, 105–118.

Собкин, В.С., Гумен, Е.С. (2011). Социологический анализ профессиональной позиции воспитателя детского сада. In: В.С. Собкин (науч.ред). Социология образования. Труды по социологии образования. Т. XV. Вып. XXVII (cc. 29–58). Москва: Институт социологии образования РАО.

Шпона, А., Виднере, М., Ермолаева, Е. (2015). Сущность и структура профессиональной идентичности педагога. Известия Смоленского государственного университета, 2015. № 1 (29), 375–381.

Downloads

Published

2016-05-26