The understandings of practitioner-lecturers on professional hybrid-identity
DOI:
https://doi.org/10.12697/eha.2020.8.2.05Keywords:
practitioner-teachers, professional identity, professional hybrididentity, qualitative studyAbstract
Kõrgkoolide erialaõppes on kvaliteetse hariduse pakkumisel oluline, et õppetöösse oleksid kaasatud ka erialal töötavad spetsialistid. Mitmes rollis töötamine nõuab praktikutelt-õppejõududelt mitmekesiseid teadmisi ja oskusi, mistõttu kasutatakse kahe eriala – õpitud eriala ning õpetaja – teadmisi ja oskusi. Uuringu eesmärk on analüüsida praktikute-õppejõudude erialast hübriididentiteeti ja sellega seonduvaid tegureid. Uuringus intervjueeriti 18 praktikut-õppejõudu. Andmeid analüüsiti kvalitatiivse sisuanalüüsi meetodil. Tulemused osutasid, et praktikute-õppejõudude arusaamades väljenduv erialane hübriididentiteet on kaldu nn õpitud eriala identiteedi poole, samas õppejõu identiteet on pigem tagaplaanil. Tugev erialasesse kogukonda kuuluvuse tunne ja vähene õppejõudude kogukonda kuuluvus on praktikute-õppejõudude hübriididentiteedi kujunemisel määrava tähtsusega.
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