SAMOREFLEKSIJE NASTAVNIKA O PROFESIONALNOM IDENTITETU

Milka Oljača, Svetlana Kostović, Nataša Kovačević

Апстракт


Analiza relevantnih istrazivanja (Coper Olson,1996.) pokazuje da se pitanje profesionalnog identiteta može najbolje istraživati putem samoevaluacije (samorefleksija), jer je reč o dinamičnom konceptu koji se nalazi u procesu kontinuiranog formiranja u skladu sa uticajima i izazovima sa kojim se nastavnici susreću, i sa kojima su u interakciji.

Dimenzije profesionalnog identiteta koje se mere putem samoevaluacije nastavnika u ovom radu su: vrednosne orijentacije nastavnika u nastavi, selfkoncept nastavnika, samopoštovanje i lokus kontrole nastavnika i efikasnost u nastavi.

Interpetirani nalazi rezultata ovog istraživanja sugerišu da primenom samorefleksije ili samoanalize, nastavnici mogu postati svesni složenosti procesa vaspitanja i obrazovanja, što može dalje dovesti do temeljnijeg razumevanja procesa poučavanja, ali i sopstvenog profesionalnog identiteta. Postoji, dakle, potreba u pedagoškim istraživanjima za stvaranjem korpusa pedagoškog znanja zasnovanog na subjektivnim nastavničkim refleksijama, što dalje može dovesti do modelovanja profesionalnog identiteta nastavnika u skladu sa savremenim teorijama učenja i razvoja učenika.


Кључне речи


nastavnik, samoevaluacija, profesionalni identitet

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Reference


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DOI: http://dx.doi.org/10.19090/gff.2015.2.27-45

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