Abstract
Aims: The study presents the curriculum of a study programme for future teachers. The curriculum focuses on the development of the professional self-concept of pre-service teachers. The aims of the present study are twofold. Firstly, it aims to explain the causal relationship between the curriculum and the development of the trainees’ professional self-concept. Secondly, it assesses the expected influence of the intervention provided by the course trainers on the trainees’ professional self-concept.
Methods: The research method employed is an evaluative case study. The case study focuses on a single embedded case. The final papers reflecting on the professional self-concept of 29 trainees (23 men, six women) participating in the aforementioned study programme were subjected to qualitative analysis.
Results: The focused intervention (ongoing regular reflection on practical experience, work with the trainee’s competence framework, and work on personal development goals and the so-called professional challenge) leads to a transformation or clarification of the original preconceptions that form the individual components of one’s professional self-concept (self-concept in the role of the teacher, the concept of the student, the concept of teaching, etc.). The strength of the effect of the intervention is influenced by the safe and stimulating environment in the training school and in the study group within the training programme, as well as by the development of the reflective competence of the teacher trainees.
Conclusions: The professional self-concept of a pre-service teacher is dynamic. Its formation can be supported by intervention on the part of both teacher trainers and mentors. The development of one’s self-concept enhances the quality of teacher training, including in situations when the trainee changes to the teaching profession from a different career.
References
- Andersen, S. M., Chen, S., & Miranda, R. (2002). Significant others and the self. Self and Identity, 1, 159-168. Search in Google Scholar
- https://doi.org/10.1080/152988602317319348 Open DOI
- Bach, A. (2013). Kompetenzentwicklung im Schulpraktikum: Ausmaß und zeitliche Stabilität von Lerneffekten hochschulischer Praxisphasen. Münster: Waxmann. Search in Google Scholar
- Bandura, A. (1997). Self-efficacy. The exercise of control. New York: Freeman. Search in Google Scholar
- Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21-41. Search in Google Scholar
- https://doi.org/10.1111/1467-839X.00024 Open DOI
- Blatný, M. (2010). Sebepojetí z pohledu sociálně-kognitivní psychologie. In M. Blatný et al., Psychologie osobnosti. Hlavní témata, současné přístupy (s. 105-136). Praha: Grada. Search in Google Scholar
- Bullough, R. V. Jr. (1991). Exploring personal teaching metaphors in preservice teacher education. Journal of Teacher Education, 42(1), 43-51. Search in Google Scholar
- https://doi.org/10.1177/002248719104200107 Open DOI
- Burns, R. B. (1989). The self-concept in teacher education. South Pacific Journal of Teacher Education, 17(2), 27-36. Search in Google Scholar
- https://doi.org/10.1080/0311213890170203 Open DOI
- Carpenter, P. G., & Byde, P. (1994). The development of professional self-concept. Asia-Pacific Journal of Teacher Education, 22(2), 163-176. Search in Google Scholar
- https://doi.org/10.1080/0311213940220206 Open DOI
- Combs, A. W., Blume, R. A., Newman, A. J., & Wass, H. L. (1974). The professional education of teachers: A humanic approach to teacher preparation. Boston: Allyn Bacon. Search in Google Scholar
- Cooley, C. D. (1902). Human nature and the social order. New York: Scribner's. Search in Google Scholar
- Eisfeld, M., Raufelder, D., & Hoferichter, F. (2020). Wie sich Lehramtsstudierende in der Entwicklung ihres berufsbezogenen Selbstkonzepts und ihrer Selbstwirksamkeitserwartung in neuen reflexiven Praxisformaten von Studierenden in herkömmlichen Schulpraktika unterscheide. Herausforderung Lehrer*innenbildung, 3(1), 48-66. Search in Google Scholar
- Erikson, M. G. (2007). The meaning of the future: Toward a more specific definition of possible selves. Review of General Psychology, 4(11), 348-358. Search in Google Scholar
- https://doi.org/10.1037/1089-2680.11.4.348 Open DOI
- Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219−245. Search in Google Scholar
- https://doi.org/10.1177/1077800405284363 Open DOI
- García-Martínez, I., Gavín-Chocano, Ó., León, S. P., & Ubago-Jiménez, J. L. (2021). Analysis of the pre-service teachers' academic stress based on their self-concept and personality. Education Science, 11, 659. Search in Google Scholar
- https://doi.org/10.3390/educsci11110659 Open DOI
- Gavora, P. (2009). Profesijná zdatnosť vnímaná učiteĺom. Adaptácia výskumného nástroja. Pedagogická revue, 61(1/2), 19-37. Search in Google Scholar
- Gavora, P., & Mareš, J. (2012). Koncept self-efficacy. In A. Wiegerová et al., Self-efficacy (osobne vnímaná zdatnosť) v edukačných súvislostiach. Bratislava: SPN. Search in Google Scholar
- Hamman, D., Gosselin, K., Romano, J., & Bunuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26, 1349-1361. Search in Google Scholar
- https://doi.org/10.1016/j.tate.2010.03.005 Open DOI
- Hendrick, C., & Macpherson, R. (2019). Co funguje ve třídě. Mezi výzkumem a praxí. Praha: Euromedia. Search in Google Scholar
- Hong, J., & Greene, B. (2011). Hopes and fears for science teaching: The possible selves of preservice teachers in a science education program. Science Teacher Education, 22, 491-512. Search in Google Scholar
- https://doi.org/10.1007/s10972-011-9247-y Open DOI
- Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research Summer, 6(2), 129-169. Search in Google Scholar
- https://doi.org/10.3102/00346543062002129 Open DOI
- Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers' professional development. Teaching and Teacher Education, 9(5-6), 443-456. Search in Google Scholar
- https://doi.org/10.1016/0742-051X(93)90029-G Open DOI
- Kenžina, U. A. (2006). [Formirovanie pedagogičeskoj A-koncepcii buduŝego učitela v obrazovateľnom processe VUZA]. (Disertační práce). Orenburg: Orenburgskij gosudarstvennyj pedagogičeskij universitet. Search in Google Scholar
- Kodžaspirova, G. M. & Kodžaspirov, A. J. (2000). Pedagogičeskij slovarj. Moskva: Academija. Search in Google Scholar
- Korthagen, F., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2011). Jak spojit praxi s teorií: Didaktika realistického vzdělávání učitelů. Brno: Paido. Search in Google Scholar
- Kratochvílová, J., & Svojanovský, P. et al.(2019). Standard kvality profesních kompetencí studenta. Brno: Pedagogická fakulta MU. Search in Google Scholar
- Lemov D. (2015). Teach like a champion 2.0. San Francisco: Jossey-Bass. Search in Google Scholar
- Lohbeck, A., Hagenauer, G., & Frenzel, A. C. (2018). Teachers' self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education, 70, 111-120. Search in Google Scholar
- https://doi.org/10.1016/j.tate.2017.11.001 Open DOI
- Lukášová, H. (2015). Učitelské sebepojetí a jeho zkoumání. Zlín: Fakulta humanitních studií UTB. Search in Google Scholar
- Mareš, J., Slavík, J., Svatoš, T., & Švec, V. (1996). Učitelovo pojetí výuky. Brno: Masarykova univerzita. Search in Google Scholar
- Mareš, J. (2013). Pedagogická psychologie. Praha: Portál. Search in Google Scholar
- Mareš, J. (2015). Tvorba případových studií pro výzkumné účely. Pedagogika, 65(2), 113-142. Search in Google Scholar
- Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969. Search in Google Scholar
- https://doi.org/10.1037/0003-066X.41.9.954 Open DOI
- Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1(2), čl. 20. Search in Google Scholar
- Michnová, J., & Vaculík Pravdová, B. (2021). Kartičky pro formativní hodnocení studenta učitelství: Doporučení pro práci s kompetenčním rámcem studenta učitelství. Praha: Učitel naživo. Search in Google Scholar
- Oyserman, D., & Markus, H. (1990). Possible selves and delinquency. Journal of Personality and Social Psychology, 59, 112-125. Search in Google Scholar
- https://doi.org/10.1037/0022-3514.59.1.112 Open DOI
- Píšová, M. (2005). Klinický rok: procesy profesního rozvoje studentů učitelství a jejich podpora. Pardubice: Univerzita Pardubice. Search in Google Scholar
- Pizzolato, J. E. (2006). Achieving college student possible selves: Navigating the space between commitment and achievement of long-term identity goals. Cultural Diversity and Ethnic Minority Psychology, 12(1), 57-69. Search in Google Scholar
- https://doi.org/10.1037/1099-9809.12.1.57 Open DOI
- PMid:16594855 Search in Google Scholar
- Pravdová, B. (2014). Já jako učitel: profesní sebepojetí studenta učitelství. Brno: Pedagogická fakulta MU. Search in Google Scholar
- https://doi.org/10.5817/CZ.MUNI.M210-8030-2015 Open DOI
- Ronfeldt, M., & Grossman, P. (2008). Becoming a professional: Experimenting with possibles selves in professional preparation. Teacher Education Quarterly, 3(35), 41-60. Search in Google Scholar
- Rothland, M., & Straub, S. (2018). Die Veränderung berufsbezogener Selbstkonzepte im Praxissemester. In J. König, M. Rothland & N. Schaper (Eds.), Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung (s.135-162). Wiesbaden: Springer. Search in Google Scholar
- https://doi.org/10.1007/978-3-658-19536-6_5 Open DOI
- Sorge, S., Keller, M. M., Neumann, K., & Möller, J. (2019). Investigating the relationship between pre-service physics teachers' professional knowledge, self-concept, and interest. Research in Science Teaching, 56, 937-955. Search in Google Scholar
- https://doi.org/10.1002/tea.21534 Open DOI
- Spilková, V. (2006). Dilemata v pojetí pedagogické přípravy studentů učitelství. Pedagogika, 56(1), 19-30. Search in Google Scholar
- Spilková, V., & Zavadilová, B. (2020). Vliv inovativního vzdělávacího programu Učitel naživo na rozvoj klíčových profesních kompetencí - výsledky evaluačního výzkumu. In Rozmanitost podpory učení v teorii a výzkumu. Sborník anotací příspěvků XXVIII. výroční konference ČAPV (s. 102-104). Search in Google Scholar
- Tomková, A. (2015). Princip izomorfismu v učitelské přípravě. Pedagogika, 65(1), 75-81. Search in Google Scholar
- Tygret, J. A. (2017). The influence of student teachers on student achievement: A case study of teacher perspectives. Teaching and Teacher Education, 66, 117-126. Search in Google Scholar
- https://doi.org/10.1016/j.tate.2017.04.005 Open DOI
- Vlčková, K. et al. (2020). Řízení třídy: studenti učitelství a jejich provázející učitelé. Brno: Pedagogická fakulta MU. Search in Google Scholar
- https://doi.org/10.5817/CZ.MUNI.M210-9652-2020 Open DOI
- Wiegerová, A. et al. (2012). Self-efficacy (osobne vnímaná zdatnosť) v edukačních súvislostiach. Bratislava: SPN. Search in Google Scholar
- West, C. K., Fish, J. A., & Stevens, R. J. (1980). General self-concept, self-concept of academic ability and school achievement: Implications for "causes" of self-concept. Australian Journal of Education, 24(2). Search in Google Scholar
- https://doi.org/10.1177/000494418002400207 Open DOI
- Yin, R. K. (2014). Case study research: Design and methods. Los Angeles: Sage. Search in Google Scholar
- https://doi.org/10.4135/9781473915480.n48 Open DOI
- https://doi.org/10.4135/9781473915480.n38 Open DOI
Downloads
2
- THE PROFESSION OF PRESCHOOL TEACHER - OPINIONS, BELIEFS AND EXPECTATIONS OF STUDENTS OF PRESCHOOL TEACHING FIELDhttps://doi.org/10.21062/edp.2024.001
- Pedagogical practices within the study of physical education at the Faculty of Education, University of South Bohemia in České Budějovicehttps://doi.org/10.32725/sk.2024.014
0
2
4
Find citations
Download data is not yet available.