Subjective Responsibility of Spanish University Teachers: A qualitative pilot study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F19%3A63524050" target="_blank" >RIV/70883521:28150/19:63524050 - isvavai.cz</a>

Výsledek na webu

<a href="https://ojs.cuni.cz/pedagogika/article/view/1630" target="_blank" >https://ojs.cuni.cz/pedagogika/article/view/1630</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23362189.2019.1523" target="_blank" >10.14712/23362189.2019.1523</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Subjective Responsibility of Spanish University Teachers: A qualitative pilot study

Popis výsledku v původním jazyce

Teacher subjective responsibility is a prominent component of teachers’ professional identity. It has a great impact on teachers’ attitudes to various aspects and ethical questions relating to their profession and thus influences their performance. Aims: The pilot study presented in this paper aimed to reveal the position of teacher subjective responsibility within the self-perceived identity of teachers and to find its relations to individual ingredients of teachers’ professional identity. The participants in our pilot study were four Spanish university teachers preparing future primary school teachers for their careers. Methods: To gain a deeper insight into the teachers’ perception of their subjective responsibility we opted for a qualitative design and conducted semi-structured interviews. Having chosen a phenomenological approach, we concentrated on the participants’ understanding of their subjective responsibility and its effects. We focused on the teachers’ self-perception and inquired about the path that had led them to their profession and also about their teaching experience, searching for links connecting these to their subjective responsibility. Results: The research results demonstrate that our participants do feel responsible for a number of issues and they also reveal a particularly strong connection between teacher subjective responsibility and their commitment. The inquiry also indicated that commitment, closely interconnected with subjective responsibility, comes with a price, affecting the personal lives of the participants. Conclusions: Although our preliminary findings are limited because of the small number of participants and the strategy of a single interview, we believe that we have taken the first steps to understanding teacher subjective responsibility regarding its position within the broader context of teachers’ professional identity.

Název v anglickém jazyce

Subjective Responsibility of Spanish University Teachers: A qualitative pilot study

Popis výsledku anglicky

Teacher subjective responsibility is a prominent component of teachers’ professional identity. It has a great impact on teachers’ attitudes to various aspects and ethical questions relating to their profession and thus influences their performance. Aims: The pilot study presented in this paper aimed to reveal the position of teacher subjective responsibility within the self-perceived identity of teachers and to find its relations to individual ingredients of teachers’ professional identity. The participants in our pilot study were four Spanish university teachers preparing future primary school teachers for their careers. Methods: To gain a deeper insight into the teachers’ perception of their subjective responsibility we opted for a qualitative design and conducted semi-structured interviews. Having chosen a phenomenological approach, we concentrated on the participants’ understanding of their subjective responsibility and its effects. We focused on the teachers’ self-perception and inquired about the path that had led them to their profession and also about their teaching experience, searching for links connecting these to their subjective responsibility. Results: The research results demonstrate that our participants do feel responsible for a number of issues and they also reveal a particularly strong connection between teacher subjective responsibility and their commitment. The inquiry also indicated that commitment, closely interconnected with subjective responsibility, comes with a price, affecting the personal lives of the participants. Conclusions: Although our preliminary findings are limited because of the small number of participants and the strategy of a single interview, we believe that we have taken the first steps to understanding teacher subjective responsibility regarding its position within the broader context of teachers’ professional identity.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogika

ISSN

0031-3815

e-ISSN

—

Svazek periodika

69

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

14

Strana od-do

489-502

Kód UT WoS článku

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EID výsledku v databázi Scopus

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