The Development of the Professional Self-concept of Pre-service Teachers as Part of a Teaching Programme Curriculum
DOI:
https://doi.org/10.14712/23362189.2021.2072Keywords:
professional self-concept, pre-service teacher, evaluative case study, qualitative approachAbstract
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.
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