Быть, становиться и принадлежать: профессиональная идентичность педагогов высшей школы
https://doi.org/10.26907/esd.18.3.03
EDN: MUUGBJ
Аннотация
Педагогическое образование играет важную роль в формировании качественного образования, и преподаватели высшей школы занимают центральное место в этом процессе. В статье рассматриваются личностные и профессиональные аспекты профессиональной идентичности педагогов высшей школы, их профессиональный путь от классного руководителя до фасилитатора.
В статье анализируется сложная модель профессиональной идентичности преподавателя через призму «бытия», «становления» и «принадлежности». Понятие «быть» включает в себя разные роли и функции, которые выполняет педагог. Аспект «становления» сосредоточен на переходе педагога от классного руководителя до педагога высшей школы. В исследовании рассматриваются два основных пути перехода на эту роль – академический (с акцентом на научные исследования) и практический. Второй вариант выбирают опытные педагоги, желающие перейти из школы в высшие учебные заведения. Изучается понятие «шок идентичности» при переходе на новую роль, а также повышенная интеллектуальная активность, возникающая по мере того, как преподаватель решает новые задачи и использует новые возможности. Аспект «принадлежность» раскрывает включение педагогов в различные сообщества, которые формируют их профессиональную идентичность. В статье исследуется роль трудовых отношений внутри коллектива в формировании методов преподавания, исследовательской деятельности и подходов к управлению.
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Рецензия
Для цитирования:
Багга М.К. Быть, становиться и принадлежать: профессиональная идентичность педагогов высшей школы. Образование и саморазвитие. 2023;18(3):38-49. https://doi.org/10.26907/esd.18.3.03. EDN: MUUGBJ
For citation:
Bagga M.K. Being, Becoming, and Belonging: Professional Identity of Teacher Educators. Education and Self-Development. 2023;18(3):38-49. https://doi.org/10.26907/esd.18.3.03. EDN: MUUGBJ
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