SAMOREFLEKSIJE NASTAVNIKA O PROFESIONALNOM IDENTITETU

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Published: Dec 10, 2015
Keywords:
teacher, self-evaluation, professional identity

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Milka Oljača
Filozofski fakultet Univerziteta u Novom Sadu
Svetlana Kostović
Filozofski fakultet Univerziteta u Novom Sadu
Nataša Kovačević
Filozofski fakultet Univerziteta u Novom Sadu

Abstract

The paper presents and interprets excerpts from a complex pedeutology research on a teacher as the central variable of the educational process at school. The research subject in this paper is the teachers’ self-reflection on their professional identity. The analysis of relevant research (Coper Olson, 1996) shows that the issue of professional identity could be best explored through self-evaluation (self-reflection), because it is a dynamic concept, which is in the process of con- tinuous formation in accordance with the impacts and challenges, which the teachers both encoun- ter and interact with.

Dimensions of professional identity, which are measured through the teachers’ self-evaluation in this paper, are the following: value orientations of teachers in the classroom, the teachers’ self-concept, self-esteem and locus control of the teachers, and efficiency in the classroom.

The interpreted results of this research suggest that the upon application of self-reflection or self-evaluation, teacher can become aware of the complexity of the education process, what can further lead to a more thorough understanding of both the teaching process and their own profes- sional identity. Therefore, there is a need in pedagogical research to create a corpus of pedagogical knowledge based on subjective teachers’ reflections, which may further lead to modeling the professional identity of teachers in accordance with contemporary theories of learning and devel- opment of pupils.

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How to Cite
Oljača, M., Kostović, S., & Kovačević, N. (2015). SAMOREFLEKSIJE NASTAVNIKA O PROFESIONALNOM IDENTITETU. ANNUAL REVIEW OF THE FACULTY OF PHILOSOPHY, 40(2), 27–45. Retrieved from https://godisnjak.ff.uns.ac.rs/index.php/gff/article/view/1505
Issue
Vol. 40 No. 2 (2015)
Section
Педагогија

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