CHARACTERISTICS OF SAMPLES IN RUSSIAN-LATVIAN RESEARCH PROJECT ON PEDAGOGUE PROFESSIONAL IDENTITY: ANALYSIS OF PERSONAL INFORMATION ITEMS
DOI:
https://doi.org/10.17770/sie2018vol1.3331Keywords:
age, gender, teachers’ professional identity, qualification, representative sample, requisite section of questionnaire, work experienceAbstract
The study is a part of Latvian-Russian research project on the professional identity of teacher started in 2013. The aim of the article is to analyze and compare the data of Latvian and Russian respondents in personal information items in two questionnaires for school teachers and university lecturers designed for studying the structural model of teacher’s professional identity. The surveys were carried out in 2015 (for university teachers, 198 respondents) and 2017 (for school teachers, 433 respondents). The common features of the modern pedagogical staff of the two countries are revealed, and differences and problem zones of the educational systems are indicated. Examining respondents’ personal information items, researchers revealed that in both countries, official statistical data on the pedagogical community, especially on the school teachers community, are incomplete and contradictory, especially in general school education. This suggests the need to improve methods of collecting statistical information in the field of public education.
Downloads
References
Aykac, N., et al. (2017). Understanding the Underlying Factors Affecting the Perception of Pre-Service Teachers’ Teacher Identity: A New Instrument to Support Teacher Education. University Bulletin, 6 (1), 67–78.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of Issues in the literature and implications for teacher education. Cambridge Journal of Education, 39,175–189.
Beijaard D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity // Teaching and Teacher Education. 2004. №20. Р. 107-128.
Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21 (6). Retrieved 12.12.2017. from: http://www.tandfonline.com/doi/full/10.1080/13540602.2015.1044329
Buitrago-Bonilla, R.E., & Cárdenas-Soler, R.N. (2017). Emociones e identidad profesional docente: relaciones e incidencia. Praxis & Saber, 8 (17), 225–247.
Carrillo, C., Baguley, M, & Vilar, M. (2015). The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators. International Journal of Music Education, 33 (4), 451-462.
Demogrāfija (2017). Rīga: CSP. Retrieved 12.12.2017. from: http://www.csb.gov.lv/dati/e-publikacijas/demografija-2017-45935.html.
Jermolajeva, J. & Bogdanova, T. (2017). Professional identity of higher education teachers in samples of Riga and Smolensk. Society. Integration. Education. Proceedings of the International Scientific Conference. Rēzekne: RAT 1, 197–207
O’Connor, K.E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and teacher education, 24, 117–126.
Emerson C.H. (2010). Counselor Professional Identity: Construction and Validation of the Counselor Professional Identity Measure. PhD thesis. Greensboro: The University of North Carolina.
Hsieh, B. (2015). The Importance of Orientation: Implications of Professional Identity on Classroom Practice and for Professional Learning. Teachers and Teaching: Theory and Practice, 21 (2), 178–190.
Ilyushin, L.S., & Azbel, A.A. (2017). The modern Russian teacher: Studying awareness with the use of the semi-structured interview. Psychology in Russia: State of the Art, 10 (1), 49–66.
Li, B. (2016). Identifiable but Changeable: Capturing the Features of Teacher Identity. International J. Soc. Sci. & Education, 6 (2), 225–234.
Prytula, M., & Weiman, K. (2012). Collaborative professional development: An examination of changes in changes in teacher identity through the professional learning community model. Journal of case studies in education, 3 (Jule 2012), 1–19.
Senchenkov, N., & Shpona, A. (Eds.). (2016) Professional identity of teacher: A comparative international study. Collective monograph. Smolensk: Smolensk State University.
Spirina, A., & Bashina, O. (Ed.) (2012). General theory of statistics: Statistical methodology in the study of commercial activity. Moscow: Finance and statistics.
Statistika par izglītību (2017). Rīga: IZM. Retrieved 12.12.2017 from: www.izm.gov.lv/lv/publikacijas-un-statistika
Tateo, L. (2012). What do you mean by “teacher”? Psychological research on teacher professional identity. Psicologia & Sociedade, 24(2), retrieved 12.12.2017. from: http://dx.doi.org/10.1590/S0102-71822012000200012.
Vangrieken, K., Meredith, C., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47–59.
Voinea, M., & Palasan, T. (2014). Teachers’professional identity in the 21st century Romania. Procedia: Social and Behavioral Sciences, 128, 361–365.
Woo, H.R. (2013). Instrument construction and initial validation: professional identity scale in counseling. PhD thesis. Jowa: University of Iowa.
Развитие системы образования в Смоленской области (2017). Retrieved 12.12.2017. from: http://pandia.ru/text/78/362/764.php
Смоленская область в цифрах (2017). Смоленск: Смоленскстат. Retrieved 12.12.2017. from:
Ядов, В.А. (2007). Социологическое исследование: методология, программа, методы. Москва: Омега-Л.
