Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/117402
Type of publication: master thesis
Field of Science: Edukologija / Education (S007)
Author(s): Bartusevičiūtė, Raminta
Supervisor: Vasiliauskas, Romanas
Title: Ikimokyklinio ugdymo pedagogo profesinio identiteto formavimasis mentoriaus veikloje
Other Title: Pre-school teacher's professional identity formation of mentor
Extent: 100 p.
Date: 9-Jun-2012
Keywords: identitetas;mentorius;mentorystė;identity;mentor;mentoring
Abstract: Demokratinės visuomenėmis sąlygomis keliant mokytojų kompetenciją vis didesnė reikšmė teikiama pedagogo vidiniam profesiniam apsisprendimui – identitetui. Magistro darbe “Ikimokyklinio ugdymo pedagogo profesinio identiteto formavimasis mentoriaus veikloje“ siekiama atsakyti į vieną pagrindinį klausimą – kaip ugdant profesinį tapatumą galima efektyviai rengti mokytoją profesinei veiklai ir profesinei karjerai. Profesinė karjera daug kuo priklauso nuo to, kaip mokytojas įsivaizduoja, savo mintyse suvokia profesinę veiklą, jos vykdymo ypatumus. Darbe pradedančiojo pedagogo formavimasis siejamas su bendradarbių, mentorių bendravimu (sociologinis aspektas) ir to bendravimo rezultatais (kognityvinis aspektas). Atskleista, kaip mokytojas per sąveiką su mentoriumi, kaupdamas patirtį, atranda save, ,,įauga“ į profesiją, plėtoja savo sugebėjimus. Ikimokyklinio pedagogogo identiteto analizė grindžiama vadovaujantis teorijos ir praktikos integravimo principu. Teoriniu lygmeniu atskleista profesinio identiteto samprata, jo skirtingos interpretacijos, mentoriaus vaidmuo. Atsižvelgiant į teorinėje dalyje apžvelgtus šaltinius, empirinėje darbo dalyje nustatyta pedagogo profesinio identiteto formavimosi pedagoginės sąlygos ir veiksniai. Remiantis gautais rezultatais numatyti pedagogo profesinio identiteto formavimosi perspektyva ir galimybės. Tyrimo metodai: įvairių šaltinių kritinė ir sisteminė analizė, kiekybinis tyrimas (anketinė apklausa). Kokybinis tyrimas: ikimokyklinių įstaigų vadovų kokybinis giluminis interviu. Kiekybinio tyrimo duomenys buvo apdoroti skaičiuojant respondentų atsakymų pasiskirstymą į klausimus procentinių dažnių, naudojant “Excel XP” programinės įrangos paketą. Tyrimo imtis: duomenys rinkti ikimokyklinėse įstaigose, surinkta 100 anoniminių pedagogų anketų bei 14 vadovų anketų bei atliktas giluminis interviu. Tyrimo duomenys atskleidė, kad: • Pedagogo profesinis tapatinimasis yra tikslingas, kontroliuojamas procesas ir gali būti pagrįstas sociologijos, psichologijos ir pedagogikos mokslų duomenimis. • Tapatumas bendrąja prasme apibrėžia, kas asmuo yra, kokią prasmę žmonės vienas kitam arba sau priskiria. Tapatumo sąvoka suprantama kaip asmens gebėjimas suvokti save kaip individą, atsakyti į klausimą „kas aš esu”. Pedagogo profesinio tapatumo formavimasis leidžia sau atsakyti į labai svarbius profesinius ir asmeninius klausimus - „koks aš esu pedagogas“, „ko aš siekiu“. • Tyrimo duomenys atskleidė, kad pedagogų ir vadovų nuomonės beveik sutapo apie pedagogo profesinio identiteto formavimosi procesui įtaką darančių išorinių ir vidinių veiksnių, kurie veikia pedagogo profesinį atsidavimą, pasitenkinimą darbu, motyvacijos lygio pokyčius bei darbo veiksmingumą. • Identiteto formavimuisi svarbus komponentas, beveik visiems pedagogams yra darbo motyvacija – gebėjimas sau pačiam, kaip pedagogui, aiškiai atsakyti kodėl aš pasirinkau šią specialybę. Trečdaliui vadovų svarbus tapatybės komponentas yra pedagogo darbo poreikio suvokimas - žinojimas, ką tiksliai reiškia būti geru pedagogu, ką aš noriu pasiekti kaip pedagogas. • Mentorytės procese yra svarbūs du dalyviai – praktikantas ir mentorius, kurie nustato abipusius santykius su aiškiai nustatytais tikslais. mentorius studentui reikalingas kaip modelis, iš kurio jis gali semtis praktinės patirties, o mokymasis praktikos vietoje (konkrečioje organizacijoje) sudaro sąlygas studentui mokytis, ugdytis profesinius gebėjimus dalyvaujant patyrusių profesionalų veikloje, tam tikroje socialinėje aplinkoje, o ne izoliuotai. • Pedagogams svarbiausias mentoriaus vaidmuo yra konsultantas - padėtų identifikuoti ir suprasti sėkmingai karjerai būtinus gebėjimus, interesus ir vertybes. Vadovams svarbus mentoriaus vaidmuo yra pagalbininko, kuris skatina pradedantį dirbti pedagogą numatyti savo mokymosi tikslus.
Democratic societies raising the conditions of teacher's competence is a growing importance to the inner teacher professional decision - identity. Masters at work \"Pre-school teacher's professional identity formation of mentoring” aims to answer one key question - how developing professional identity can be an effective teacher professional development activities and career development. Professional career in many ways depends on how the teacher imagines in his mind perceives the profession, its performance characteristics. The work of a beginner teacher formation is associated with co-workers, mentors interaction (sociological dimension) and the communication performance (cognitive aspect). Disclosed, as a teacher during the interaction with the mentor, accumulating experience, discovering myself, 'grows' in the profession, develop your skills. Pre - school teacher's professional identity analysis is based on the theory and practice in accordance with the principle of integration. At a theoretical level the concept of professional identity revealed, the different interpretations of the role of the mentor. Given the theoretical part of the sources reviewed here, the empirical part of the teacher's professional identity formation conditions and educational factors. Based on the results for teacher professional identity formation perspective and opportunities. Methods: Various sources of systematic and critical analysis of a quantitative survey (questionnaire). Qualitative analysis: pre-school leaders depth qualitative interviews. The quantitative survey data was processed calculating the distribution of respondents' answers to questions on frequency percentages using Excel XP software package. The survey sample: the data collected at pre-school collected 100 anonymous questionnaires and 14 teacher leaders and questionnaires carried out in-depth interviews. The findings revealed that: • Teacher Professional identities is purposeful, controlled process, and may be based on sociology, psychology and educational sciences. • Identification generally defines who a person is, what meaning people to one another, or assigns himself. Identity is understood as an individual's ability to understand oneself as an individual, to answer the question, \"what I am.\" Teacher professional identity formation allows himself to answer a very important professional and personal issues – “as I am a teacher, what I desire\". • The data revealed that teachers and leaders of the opinion was almost identical to the teacher's professional identity formation processes affecting the external and internal factors that affect teacher professional commitment, job satisfaction, motivation, and changes in the level of effectiveness. • Identity formation of an important component of almost all the teachers are working motivation - the ability for himself as a teacher, a clear answer why I chose this profession. One third of managers is an important component of the identity of teacher perception of the need for work - knowing exactly what it means to be a good teacher, what I want to achieve as an educator. • Mentoring process is important for two actors - the trainee and mentor, who provides two-way relationship with clearly defined objectives. Mentor a student is required to model, from which it can draw on practical experience and learning practices in place (given organization) allows students to learn, develop professional skills in the presence of experienced professional activities in a social environment rather than in isolation. • Training of the most important role of the mentor is a consultant - to help identify and understand the skills necessary for successful career, interests and values. Managers with a mentor's role is facilitator, which promotes the opening work as a teacher for their learning goals. Summary Democratic societies raising the conditions of teacher's competence is a growing importance to the inner teacher professional decision - identity. Masters at work \"Pre-school teacher's professional identity formation of mentoring” aims to answer one key question - how developing professional identity can be an effective teacher professional development activities and career development. Professional career in many ways depends on how the teacher imagines in his mind perceives the profession, its performance characteristics. The work of a beginner teacher formation is associated with co-workers, mentors interaction (sociological dimension) and the communication performance (cognitive aspect). Disclosed, as a teacher during the interaction with the mentor, accumulating experience, discovering myself, 'grows' in the profession, develop your skills. Pre - school teacher's professional identity analysis is based on the theory and practice in accordance with the principle of integration. At a theoretical level the concept of professional identity revealed, the different interpretations of the role of the mentor. Given the theoretical part of the sources reviewed here, the empirical part of the teacher's professional identity formation conditions and educational factors. Based on the results for teacher professional identity formation perspective and opportunities. Methods: Various sources of systematic and critical analysis of a quantitative survey (questionnaire). Qualitative analysis: pre-school leaders depth qualitative interviews. The quantitative survey data was processed calculating the distribution of respondents' answers to questions on frequency percentages using Excel XP software package. The survey sample: the data collected at pre-school collected 100 anonymous questionnaires and 14 teacher leaders and questionnaires carried out in-depth interviews. The findings revealed that: • Teacher Professional identities is purposeful, controlled process, and may be based on sociology, psychology and educational sciences. • Identification generally defines who a person is, what meaning people to one another, or assigns himself. Identity is understood as an individual's ability to understand oneself as an individual, to answer the question, \"what I am.\" Teacher professional identity formation allows himself to answer a very important professional and personal issues – “as I am a teacher, what I desire\". • The data revealed that teachers and leaders of the opinion was almost identical to the teacher's professional identity formation processes affecting the external and internal factors that affect teacher professional commitment, job satisfaction, motivation, and changes in the level of effectiveness. • Identity formation of an important component of almost all the teachers are working motivation - the ability for himself as a teacher, a clear answer why I chose this profession. One third of managers is an important component of the identity of teacher perception of the need for work - knowing exactly what it means to be a good teacher, what I want to achieve as an educator. • Mentoring process is important for two actors - the trainee and mentor, who provides two-way relationship with clearly defined objectives. Mentor a student is required to model, from which it can draw on practical experience and learning practices in place (given organization) allows students to learn, develop professional skills in the presence of experienced professional activities in a social environment rather than in isolation. • Training of the most important role of the mentor is a consultant - to help identify and understand the skills necessary for successful career, interests and values. Managers with a mentor's role is facilitator, which promotes the opening work as a teacher for their learning goals.
Internet: https://hdl.handle.net/20.500.12259/117402
Appears in Collections:VDU, ASU ir LEU iki / until 2018

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