The Professional Identity Construction of the Beginning Teachers in Higher Education
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73593241" target="_blank" >RIV/61989592:15410/18:73593241 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.futureacademy.org.uk/files/images/upload/IEDUHEM2018F047.pdf" target="_blank" >https://www.futureacademy.org.uk/files/images/upload/IEDUHEM2018F047.pdf</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.15405/epsbs.2019.04.02.47" target="_blank" >10.15405/epsbs.2019.04.02.47</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The Professional Identity Construction of the Beginning Teachers in Higher Education
Popis výsledku v původním jazyce
The article focuses on the beginning teachers in higher education and their professional identity construction. Used methodology is oriented on the significant features of the teacher's personality which are conducted by the teacher's perception. The aim of the research is to analyse future teachers at universities. The qualitative methodology design was conceived in the lines with the aims of the research and it was used and analysed narrative interviews (Creswell, 2009) of the teachers (n=30). The research deals with the changes in future teachers’ self-concept and progress of their self-development during the study on the university. Henceforth, their point of view offers a new way, how to improve current situation at universities and how flexibly react to the progressive social pressure of the changes, which influence the construction of the teacher's complexity. The findings are indicating university teachers’ development phases. Thus, the conclusions describe current opportunities and strategies on how to deal with conceptual identity changes in earlier stages of the beginning teachers
Název v anglickém jazyce
The Professional Identity Construction of the Beginning Teachers in Higher Education
Popis výsledku anglicky
The article focuses on the beginning teachers in higher education and their professional identity construction. Used methodology is oriented on the significant features of the teacher's personality which are conducted by the teacher's perception. The aim of the research is to analyse future teachers at universities. The qualitative methodology design was conceived in the lines with the aims of the research and it was used and analysed narrative interviews (Creswell, 2009) of the teachers (n=30). The research deals with the changes in future teachers’ self-concept and progress of their self-development during the study on the university. Henceforth, their point of view offers a new way, how to improve current situation at universities and how flexibly react to the progressive social pressure of the changes, which influence the construction of the teacher's complexity. The findings are indicating university teachers’ development phases. Thus, the conclusions describe current opportunities and strategies on how to deal with conceptual identity changes in earlier stages of the beginning teachers
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2018
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
The European Proceedings of Social & Behavioural Sciences EpSBS
ISBN
—
ISSN
2357-1330
e-ISSN
2357-1330
Počet stran výsledku
8
Strana od-do
368-375
Název nakladatele
Future Academy
Místo vydání
London
Místo konání akce
Almeria
Datum konání akce
20. 6. 2018
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
—