Strengthening future vocational teachers' self-authorship via action research

Abstract

Current discussions about future vocational teachers' perspectives usually imply the notion of a strong personality and a competent professional. The idea of professionalism is inseparable from the idea of self-authorship the central issue of which is the formation and development of personal interior voice not only of students, but of young teachers as well. Self-authorship is regarded to be more than a skill that can be taught; it requires a transformation in young teachers' attitude towards nature of knowledge, a confidence in themselves and their unique identity and an appreciation of relative perspective. The development of self- authorship may be scaffolded and strengthened while supporting the students' confidence in constructing knowledge, situating learning in the learner's own experience, defining learning as meaning constructing process. These aspects can be developed while performing action research because of its collaborative, analytical, self-criical inquiry and transformative nature. The research findings, expressed by qualitative categories' content demonstrate that the future teachers while indulging in action research process have learned to diagnose learning problems of their pupils, have become open in real learning environment, and developed a dialogue with their pupils and colleagues. While developing their internal voice through external and internal conflict negotiation they got more self-reliant in their pedagogical solutions what let them to being self-authored.