Značaj proučavanja profesionalnog identiteta školskog pedagoga
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Profesionalni identitet, pedagog, teorija socijalnog identiteta, samoefikasnost, samopoštovanje
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Proučavanje prirode i strukture profesionalnog identiteta postaje veoma aktuelno područje istraživanja u okviru različitih profesija društveno-humanističkog usmerenja, posebno kada je reč o tzv. pomagačkim profesijama, usled težnje ka njihovom unapređivanju, razvoju i afirmaciji. Okvir za razumevanje i proučavanje ovog fenomena jeste teorija socijalnog identiteta, prema kojoj profesionalni identitet predstavlja deo šireg socijalnog identiteta koji odgovara na pitanja o doprinosu i značaju koje profesionalno delovanje pojedinca ima u društvu, i sastavni je deo self koncepta pojedinca. U tom smislu, i profesija pedagoga, koja spada u pomagačke profesije, predstavlja veoma inspirativno polje za proučavanje konstrukta profesionalnog identiteta, pri čemu se naglašava da sastavne komponente koje čine ovaj konstrukt, kao i indikatori koji utiču na njegovo razvijanje, umnogome zavise od konteksta u kom pedagog obavlja svoju delatnost. Imajući u vidu specifičnost školskog konteksta, u ovom radu se ističe potreba proučavanja brojnih (kako ličnih, tako i kontekstualnih) faktora koji determinišu razvoj profesionalnog identiteta školskog pedagoga. Posebno se apostrofira značaj i potreba empirijskog istraživanja ove tematike, jer identifikovanje faktora koji doprinose razvoju jasno izraženog profesionalnog identiteta može predstavljati značajan resurs za unapređivanje profesionalnog delovanja pedagoga, a samim tim i za unaređivanje rada škole kao institucije.
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Slijepčević, S., & Zuković, S. Značaj proučavanja profesionalnog identiteta školskog pedagoga. Годишњак Филозофског факултета у Новом Саду, 44(2), 117–129. https://doi.org/10.19090/gff.2019.2.117-129
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Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W.H. Freeman and Company.
Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall
Beijaard, D., Meijer, P.C.& Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
Bergami, M. & Bagozzi, R. P. (2000). Self-categorization, affective commitment and group self-esteem as distinct aspect of social identity in the organization. British journal of social psychology, 39 (4), 555-577.
Bodenhorn, N. & Skaggs, G. (2005). Development of the school counselor Self-efficacy scale. Measurement and evaluation in counseling and development, 38 (1), 14-28.
Brown, R. (2003). Međugrupni odnosi. U: Hewstone, M. & Stroebe, W. (Ur.) (2003). Uvod u socijalnu psihologiju. Europske perspektive. Zagreb: Naklada Slap. 427-458.
Brott, P. E. & Myers, J. E. (1999). Development od professional school counselor identity. Professional school counseling, 2 (5), 339-348.
Butler, S. K. & Constantine, M. G. (2005). Collective Self-Esteem and Burnout in Professional School Counselors. Professional school counseling, 9 (1), 55-62.
Cai, Z., Guan, Y., Li, H., Shi, W., Guo, K., Liu, Y., ...Hua, H. (2015). Self-esteem and proactive personality as predictor of future work self and career adaptability: An examination of mediating and moderating processes. Journal of vocational behaviour, 86, 86-94.
Chesnut, S. R. & Burley, H. (2015). Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis. Educational research review, 15, 1-16.
Chin Pei, T. (2014). Educating for professional identity development. (Doctoral dissertation). Retrieved from: https://repub.eur.nl/pub/77318/
Cooper, K., & Olson, M. R. (1996). The multiple ‘I’s’ of teacher identity. In: Kompf, M., Bond, W. R., Dworet, D. & R. Boak T. (Eds.) (1996). Changing research and practice: Teachers’ professionalism, identities and knowledge. London/Washington, DC: The Falmer Press. 78–89.
Ellemers, N., Kortekaas, P. &Ouwerkerk, J. W. (1999). Self-categorisation, commitment to the group and group self-esteem as related but distinct aspects of social identity. EuropeanJournal of Social Psychology, 29 (2/3), 371-389.
Emerson, C. H. (2010). Counselor Professional identity: Construction and validation of the counselor professional identity measure. (Doctoral dissertation). Retrieved from: http://libres.uncg.edu/ir/uncg/f/emerson_uncg_0154d_10396.pdf
Gibson, D.M., Dollarhide, C.T & Moss, J.M. (2010). Professional identity development: A grounded theory of transformational tasks of new counselors. Conselor Education & Supervision, 50 (1), 21-38.
Goodson, I. F., & Cole, A. L. (1994). Exploring the teacher’s professional knowledge: Constructing identity and community. Teacher Education Quarterly, 21(1), 85–105.
Hogg, M. A. & Terry, D. J. (2001). Social identity theory and organizational processes. In: M. A. Hogg & D. J. Terry (Eds.) Social identity processes in organizational context (pp. 1-12). USA Philadelphia: Psychology press.
Horowitz, I. A. &Bordens, K. S. (1995). Social Psychology. USA California: Meyfield Publishing Company.
Ibarra, H. (1999). Provisional selves: experimenting with image and identity in professional adaptation. Administrative science quarterly, 44 (4), 764-791.
Lamote, C. & Engels, N. (2010). The development of student teacher’ professional identity. European Journal of Teacher Education, 33 (1), 3-18.
Luke, M. & Goodrich, K. M. (2010). Chi Sigma Iota chapter leadership and professional identity development in early career counselors. Counselor education & supervision, 50 (1), 56-78.
Moore, M. & Hofman, J. E. (1988). Professional identity in institution of higher learning in Israel. Higher education, 17 (1), 69-79.
Myers, J. E., Sweeney. T. J., & White, V. E. (2002). Advocacy for counseling and counselors: A professional imperative. Journal of Counseling & development, 80 (4), 394-402
Pavlović Breneselović, D. (2013). Čemu služi pedagog. Priča u tri slike. U: Krnjaja, Ž., Pavlović Breneselović, D. i Popović, K. (ured.) (2013). Pedagog između teorije i prakse. Zbornik radova. Beograd: Filozofski fakultet i Pedagoško društvo Srbije. 18-26.
Popov, N. i Spasenović, V. (2018). Stručni saradnik u školi – Komparativni pregled za 12 zemalja. Sofija: Bugarsko društvo za komparativnu pedagogiju.
Pravilnik o standardima kvaliteta rada ustanove (2018). Sl. glasnik RS, - Prosvetni glasnik, br. 14/2018
Puglia, B. (2008). The professional identity of counseling students in master’s level CACREP accredited programs. (Doctoral dissertation). Retrieved from: ProQuest. (UMI No. 3324071).
Purkey, W. (1988). An overview of self-concept theory for counselors. ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich. (AnERIC/CAPS Digest: ED304630).
Rodgers, C. & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In: Cochran‐Smith, M., Feiman‐Nemser, S., McIntyre, D. J. & Demers, K. E. (Eds.) (2008). Handbook of research on teacher education: Enduring questions and changing contexts. New York: Routledge. 732–755.
Skorikov, V. B. & Vondracek, F. W. (2011). Occupational identity. In: Schwartz S. J., Luyckx K., & Vignoles, V. L. (Eds.) (2011). Handbook of identity theory and research. New York, NY: Springer. 693–714.
Spasenović, V. i Hebib E. (2014).Kako inicijalno obrazovanje i zahtevi prakse doprinose izgradnji profesionalnog identiteta pedagoga. U: Matović, N., Spasenović, V. I Antonijević, R. (ured.) (2014). Identitet profesije pedagog u savremenom obrazovanju. Beograd: Filozofski fakultet. 2-7.
Staničić, S. (2017). Profesionalni pogled na prošle, sadašnje i buduće izazove u radu (školskog) pedagoga: homage vlastitoj profesiji. U: Turk, M. (ured.) (2017). Suvremeni izazovi u radu (školskog) pedagoga. Zbornik u čast Stjepana Staničića. Rijeka: Filozofski fakultet u Rijeci. 67-77.
Šućur, Z. (2011). Kako socijalni pedagozi u hrvatskoj vide društveni i profesionalni status vlastite struke? U: Poldrugač Z., Bouillet D. i Ricijaš, N. (ured.) (2011). Socijalna pedagogija znanost, profesija i praksa u Hrvatskoj. Zagreb: Sveučilište u Zagrebu. 209-228.
Tajfel, H. (1982). Social psychology of intergroup relations. Annual review of psychology, 33 (1), 1-39.
Trnavac, N. (1996). Pedagog u školi. Beograd: Učiteljski fakultet u Beogradu – Centar za usavršavanje rukovodilaca u obrazovanju.
Vacc, N. A. & Loesch, L. C. (1987). Counseling as a profession. Indiana USA: Accelerated development INC.
Wang, H., Hall N. C. & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and teacher education, 47, 120-130.
Watts. R. (1987). Development of professional identity in Black clinical psychology students. Professional Psychology: Research and practice, 18 (1), 28-35.
Woo, H. (2013). Instrument construction and initial validation: professional identity scale in counseling (PISC). (Doctoral dissertation). Retrieved from: https://ir.uiowa.edu/etd/2663/
Woo, H., Lu, J. & Bang, N. (2018). Professional identity scale in counseling (PISC): revision of factor structure and psychometrics. Journal of counselor leadership and advocacy, 5 (2), 137-152.
Zakon o osnovama sistema obrazovanja i vaspitanja (2017). Sl. glasnik RS, br. 88/2017
Živković, P. i Ranđelković, D. (2013). Korelati profesionalnog identiteta nastavnika. Teme, 37 (2), 647-666.
Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W.H. Freeman and Company.
Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall
Beijaard, D., Meijer, P.C.& Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
Bergami, M. & Bagozzi, R. P. (2000). Self-categorization, affective commitment and group self-esteem as distinct aspect of social identity in the organization. British journal of social psychology, 39 (4), 555-577.
Bodenhorn, N. & Skaggs, G. (2005). Development of the school counselor Self-efficacy scale. Measurement and evaluation in counseling and development, 38 (1), 14-28.
Brown, R. (2003). Međugrupni odnosi. U: Hewstone, M. & Stroebe, W. (Ur.) (2003). Uvod u socijalnu psihologiju. Europske perspektive. Zagreb: Naklada Slap. 427-458.
Brott, P. E. & Myers, J. E. (1999). Development od professional school counselor identity. Professional school counseling, 2 (5), 339-348.
Butler, S. K. & Constantine, M. G. (2005). Collective Self-Esteem and Burnout in Professional School Counselors. Professional school counseling, 9 (1), 55-62.
Cai, Z., Guan, Y., Li, H., Shi, W., Guo, K., Liu, Y., ...Hua, H. (2015). Self-esteem and proactive personality as predictor of future work self and career adaptability: An examination of mediating and moderating processes. Journal of vocational behaviour, 86, 86-94.
Chesnut, S. R. & Burley, H. (2015). Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis. Educational research review, 15, 1-16.
Chin Pei, T. (2014). Educating for professional identity development. (Doctoral dissertation). Retrieved from: https://repub.eur.nl/pub/77318/
Cooper, K., & Olson, M. R. (1996). The multiple ‘I’s’ of teacher identity. In: Kompf, M., Bond, W. R., Dworet, D. & R. Boak T. (Eds.) (1996). Changing research and practice: Teachers’ professionalism, identities and knowledge. London/Washington, DC: The Falmer Press. 78–89.
Ellemers, N., Kortekaas, P. &Ouwerkerk, J. W. (1999). Self-categorisation, commitment to the group and group self-esteem as related but distinct aspects of social identity. EuropeanJournal of Social Psychology, 29 (2/3), 371-389.
Emerson, C. H. (2010). Counselor Professional identity: Construction and validation of the counselor professional identity measure. (Doctoral dissertation). Retrieved from: http://libres.uncg.edu/ir/uncg/f/emerson_uncg_0154d_10396.pdf
Gibson, D.M., Dollarhide, C.T & Moss, J.M. (2010). Professional identity development: A grounded theory of transformational tasks of new counselors. Conselor Education & Supervision, 50 (1), 21-38.
Goodson, I. F., & Cole, A. L. (1994). Exploring the teacher’s professional knowledge: Constructing identity and community. Teacher Education Quarterly, 21(1), 85–105.
Hogg, M. A. & Terry, D. J. (2001). Social identity theory and organizational processes. In: M. A. Hogg & D. J. Terry (Eds.) Social identity processes in organizational context (pp. 1-12). USA Philadelphia: Psychology press.
Horowitz, I. A. &Bordens, K. S. (1995). Social Psychology. USA California: Meyfield Publishing Company.
Ibarra, H. (1999). Provisional selves: experimenting with image and identity in professional adaptation. Administrative science quarterly, 44 (4), 764-791.
Lamote, C. & Engels, N. (2010). The development of student teacher’ professional identity. European Journal of Teacher Education, 33 (1), 3-18.
Luke, M. & Goodrich, K. M. (2010). Chi Sigma Iota chapter leadership and professional identity development in early career counselors. Counselor education & supervision, 50 (1), 56-78.
Moore, M. & Hofman, J. E. (1988). Professional identity in institution of higher learning in Israel. Higher education, 17 (1), 69-79.
Myers, J. E., Sweeney. T. J., & White, V. E. (2002). Advocacy for counseling and counselors: A professional imperative. Journal of Counseling & development, 80 (4), 394-402
Pavlović Breneselović, D. (2013). Čemu služi pedagog. Priča u tri slike. U: Krnjaja, Ž., Pavlović Breneselović, D. i Popović, K. (ured.) (2013). Pedagog između teorije i prakse. Zbornik radova. Beograd: Filozofski fakultet i Pedagoško društvo Srbije. 18-26.
Popov, N. i Spasenović, V. (2018). Stručni saradnik u školi – Komparativni pregled za 12 zemalja. Sofija: Bugarsko društvo za komparativnu pedagogiju.
Pravilnik o standardima kvaliteta rada ustanove (2018). Sl. glasnik RS, - Prosvetni glasnik, br. 14/2018
Puglia, B. (2008). The professional identity of counseling students in master’s level CACREP accredited programs. (Doctoral dissertation). Retrieved from: ProQuest. (UMI No. 3324071).
Purkey, W. (1988). An overview of self-concept theory for counselors. ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich. (AnERIC/CAPS Digest: ED304630).
Rodgers, C. & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In: Cochran‐Smith, M., Feiman‐Nemser, S., McIntyre, D. J. & Demers, K. E. (Eds.) (2008). Handbook of research on teacher education: Enduring questions and changing contexts. New York: Routledge. 732–755.
Skorikov, V. B. & Vondracek, F. W. (2011). Occupational identity. In: Schwartz S. J., Luyckx K., & Vignoles, V. L. (Eds.) (2011). Handbook of identity theory and research. New York, NY: Springer. 693–714.
Spasenović, V. i Hebib E. (2014).Kako inicijalno obrazovanje i zahtevi prakse doprinose izgradnji profesionalnog identiteta pedagoga. U: Matović, N., Spasenović, V. I Antonijević, R. (ured.) (2014). Identitet profesije pedagog u savremenom obrazovanju. Beograd: Filozofski fakultet. 2-7.
Staničić, S. (2017). Profesionalni pogled na prošle, sadašnje i buduće izazove u radu (školskog) pedagoga: homage vlastitoj profesiji. U: Turk, M. (ured.) (2017). Suvremeni izazovi u radu (školskog) pedagoga. Zbornik u čast Stjepana Staničića. Rijeka: Filozofski fakultet u Rijeci. 67-77.
Šućur, Z. (2011). Kako socijalni pedagozi u hrvatskoj vide društveni i profesionalni status vlastite struke? U: Poldrugač Z., Bouillet D. i Ricijaš, N. (ured.) (2011). Socijalna pedagogija znanost, profesija i praksa u Hrvatskoj. Zagreb: Sveučilište u Zagrebu. 209-228.
Tajfel, H. (1982). Social psychology of intergroup relations. Annual review of psychology, 33 (1), 1-39.
Trnavac, N. (1996). Pedagog u školi. Beograd: Učiteljski fakultet u Beogradu – Centar za usavršavanje rukovodilaca u obrazovanju.
Vacc, N. A. & Loesch, L. C. (1987). Counseling as a profession. Indiana USA: Accelerated development INC.
Wang, H., Hall N. C. & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and teacher education, 47, 120-130.
Watts. R. (1987). Development of professional identity in Black clinical psychology students. Professional Psychology: Research and practice, 18 (1), 28-35.
Woo, H. (2013). Instrument construction and initial validation: professional identity scale in counseling (PISC). (Doctoral dissertation). Retrieved from: https://ir.uiowa.edu/etd/2663/
Woo, H., Lu, J. & Bang, N. (2018). Professional identity scale in counseling (PISC): revision of factor structure and psychometrics. Journal of counselor leadership and advocacy, 5 (2), 137-152.
Zakon o osnovama sistema obrazovanja i vaspitanja (2017). Sl. glasnik RS, br. 88/2017
Živković, P. i Ranđelković, D. (2013). Korelati profesionalnog identiteta nastavnika. Teme, 37 (2), 647-666.