Profesinio tapatumo vystymasis ir curriculum struktūros komponentų įgyvendinimas universitete : studentų patirtis

Abstract

Straipsnyje apibūdinama studentų patirtis, kuri atskleidžia jų profesinio tapatumo vystymosi ir curriculum struktūros komponentų įgyvendinimo universitete sąsajas. Profesinis tapatumas diskutuojamas kaip ugdymui (-si) paveikus procesas. Atliktame fenomenografiniame tyrime integravus dalyvio ir socialinio konstravimo žinių pozicijas gauti empiriniai įrodymai, jog universiteto studentų profesiniam tapatumui vystytis yra aktuali studijų krypties pažinimą skatinanti curriculum struktūra. Tyrimo dalyviai išskirtinį dėmesį skiria studijų krypties dalykų turiniui, didaktikai ir metodams, studijų praktikai organizuoti, studento giliam savo asmenybės pažinimui, dėstytojo didaktinei ir pedagoginei kompetencijai bei autoritetui

In the article, there are described experiences of students, which highlight relationships between the development of professional identity and the implementation of curriculum structure components at a university. Professional identity is discussed as the educationally suggestible process. This phenomeno- graphic research integrates participant and social construction knowledge positions, and its results show that the curriculum structure, which stipulates the recognition of the study area, influences the development of professional identity among students. The research question is as follows: Which curriculum structure components are relevant to professional identity development among university students? The research object is the interaction between the development of professional identity and the components of curriculum structure. The aim was to reveal an interface between the components of curriculum structure and the development of professional identity among university students. The sample consisted of 42 BA students (3rd and 4th years) involved into the study programmes of social sciences (sociology, education, psychology, social work, law, policy). For data collection, semi-structured interviews were apD evelopm ent of pr ofess ional identity and imp lementation of curr iculum structure comp onents at univers ity: experience of students Vilma Žydžiūnaitė, Simona Crisafulli Summary plied, and for data analysis phenomenography was used. The participants were exceptionally focused on the content of the study subjects, their didactics and teaching methods, organisation of study practice, deep self-cognition didactic and pedagogic competencies of lecturers as well as their personal and professional authority. [...]