Investigating the internalization of professional role expectations among pre-service teachers
DOI:
https://doi.org/10.12697/eha.2013.1.05Keywords:
teacher professional identity, pre-service teacher education, role internalization, subject teacher, Dialogical Self Theory, socio-cultural approachAbstract
Artiklis tutvustatakse õpetaja professionaalse rolli internaliseerimise uurimiseks loodud testi. Õpetaja professionaalse identiteedi kujunemist võib käsitleda vastava sotsiaalse rolli internaliseerimisena, mis võib leida aset ainult sotsiokultuurilises kontekstis, pakkudes personaalse kultuuri loomiseks semiootiliselt vahendatud teavet (Valsiner & Rosa, 2007). Semiootilise materjali vahendamist isiku ja keskkonna vahel saab kirjeldada internaliseerimise ja eksternaliseerimisena (Valsiner, 2001). Kirjeldatava testi puhul kasutati isiku ja keskkonna dialoogi mõtestamiseks intrapsüühilisel tasandil dialoogilise mina teooriat (Hermans & Hermans-Konopka, 2010), mis võimaldab jälgida isiku aktuaalseid rolle, nende seoseid ja muutumist.
Tutvustatava testi koostamisel tugineti Kullasepa (2008) ning Leijeni ja Kullasepa (2013a) loodud mõõtevahenditele. Test koosneb üheksast ülesandest, kus vastajal tuleb õpetajatööga seotud dilemma kirjelduse põhjal nimetada ja seletada vastavas olukorras tekkivaid tundeid.
Uuringus osales 109 õpetajakoolituse üliõpilast. Eeldati, et õpetajakoolituses kaugemale jõudnud ja suurema pedagoogilise töö kogemusega isikute vastused väljendavad enam professionaalse rolli omaksvõtmist. Tulemused kinnitasid nimetatud seost töökogemuse ja professionaalse rolli omaksvõtmise vahel. Suurema töökogemusega üliõpilaste vastused kajastasid teistega võrreldes sagedamini internaliseeritud professionaalset mina-positsiooni.
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