Teachers’ Professional Identity in the 21st Century Romania

Voinea, Mihaela; Pălășan, Toader

doi:10.1016/j.sbspro.2014.03.172

Cited by 25 publications

(20 citation statements)

References 4 publications

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“…Education system operated in a specific society can be admitted as it is able to actualize how knowledge and communication can conform with governing regulations existing in contemporary society (Voinea & Toader, 2014). When we can synchronize between knowledge and optimizing such regulations, it will directly affect to specifically role identity and teaching competency.…”

Section: Reconstruction Of Teacher's Identity: Socio-anthropological mentioning

confidence: 99%

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Shodiq

Syamsudin

2019

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Teachers, according to the Javanese’s views, are those having a respectable position because they become the reference and role model for the Javanese. A teacher is considerably responsible for all students’ behaviors, both in and outside the classroom. In this digital era, this condition has shifted due to the occurrence of socio-anthropological changes in society. Although teachers’ identity shifts, they are still crucial in transferring values during the learning process. This study aimed to comprehensively find out how the reconstruction of teacher’s identity was carried out in socio-anthropologically changing situations among the Javanese, derived from 30 respondents. Qualitative research was then used in this study using the ethnographic method, and the subject of the research was Javanese. Data collection was performed through interviews using a purposive selection of respondents. Analysis techniques comprised of data collection, data selection, data presentation, and conclusion. As a result, it was found that, in the context of the Javanese, socio-anthropology in modern technology had affected the meaning of the teacher’s identity. Although the Javanese considered teachers as an ordinary profession and had the same level with other professions, the Javanese still held that teacher was an honorable profession and it deserved to be appreciated since the presence of a teacher could improve students’ knowledge.

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Section: Reconstruction Of Teacher's Identity: Socio-anthropological mentioning

confidence: 99%

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Shodiq

Syamsudin

2019

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“…The interrelated concepts of teacher professionalism, teacher professionality, and teacher professional identity are in the focus of many modern pedagogical studies (Hsieh, 2014; Briska, Kaleja-Gasparovica, 2017). The teacher professional identity (TPI) can be considered as the nucleus of professionalism (Voinea, Palasan, 2014;Whitty, 2008). In the last 20 years TPI have been intensively studied in psychological and pedagogical science; now it seems evident that a stable and strong professional identity is the key to success in modern pedagogical work (Olsen, 2016).…”

Section: Introductionmentioning

confidence: 99%

Professionalism as Viewed by Urban and Rural Teachers in Latvia and Russia:Analysis of Structural Components of Teacher Professional Identity

Jemolajeva¹,

Bogdanova²,

Silchenkova³

2019

Rural Environment Education Personality (REEP)

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The present study is a part of the Latvian-Russian research on teacher professional identity. The study is focused on the structural components of teacher professional identity that relate to teachers' understanding of professionalism: Professional Knowledge and Skills, Professional Roles, Professional Attitude to Work. In the international survey carried out in 2017 (N = 433) the questionnaire "Professional Identity of School Teacher" was used. The obtained data were subjected to statistical processing (average score, dispersion, coefficient of variation, mode, Mann-Whitney criterion indicator, Spearman correlation coefficient were calculated). The data of the two samples (Latvian-Russian) and of the four subgroups (urban-rural teachers) were compared. The aim of the article is to study the modern school teachers' understanding of the content of the concept "professionalism" and reveal differences in views and professional intentions of urban and rural teachers from two national samples. The analysis shows that compared with urban colleagues, rural teachers have closer contacts with students and are more involved in the educational process. At the same time, it is more difficult for them to present their achievements and experience to the teaching community; besides, they have problems with research activities. The difference between the national samples in the degree of the involvement in the educational process and interaction with students' families in this process is revealed.

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“…It is difficult to overestimate the role and influence of schoolteachers in the modern society. They are key persons in the construction of the future society (Tateo 2012, Cappy 2016, Switala 2016, Voinea, Palasan 2014, Murphy 2013 and the most numerous professional groups engaged in the intellectual work: there are approximately six million preschool-and schoolteachers in the European Union (Education and training in the EU 2017).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

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

Jermolajeva

Bogdanova

Silchenkova

2018

Economics and Culture

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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.

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Teachers’ Professional Identity in the 21st Century Romania

Cited by 25 publications

References 4 publications

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Professionalism as Viewed by Urban and Rural Teachers in Latvia and Russia:Analysis of Structural Components of Teacher Professional Identity

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

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