Vpliv zunanjih kontekstualnih dejavnikov na študente, ki se izobražujejo za učitelje
Povzetek
Oblikovanje učiteljeve identitete je dinamičen proces, na katerega vplivajo notranji in zunanji kontekstualni dejavniki. Ta članek preučuje vpliv zunanjih kontekstualnih dejavnikov na identiteto študentov, ki se izobražujejo za učitelje. Predstavljene so ugotovitve empirične kvalitativne študije, izvedene na nacionalno standardizirani oceni portfolia, ki je raziskovala odnos med prepričanji študentov ter njihovimi prikazi in predstavitvami poučevanja in učenja. Za raziskovanje tega odnosa sta bila uporabljena analiza metafor in spodbujeno spominjanje. Študija je pokazala, da so študente pri demonstracijah poučevanja med študentskim poučevanjem in predstavitvah poučevanja, ki jih najdemo na nacionalno standardiziranem portfeljskem ocenjevanju, močno omejevali sodelujoči učitelji in predpisani učni načrti, vendar pa je študija pokazala tudi, da so študentje znali izraziti razlike med svojimi prepričanji o poučevanju in učenju ter svojimi demonstracijami/prikazi in predstavitvami poučevanja in učenja. Študentje so pri ocenjevanju portfolia redno podajali predloge, da bi svoje prihodnje poučevanje bolj uskladili s svojimi prispodobami poučevanja. V raziskavi je bilo ugotovljeno, da študentje niso spremenili svojih prepričanj, ampak so na podlagi teh ugotovitev prevzeli začasne identitete poučevanja. Našli so načine, kako usmerjati ocenjevanje in svoj (učiteljski) kontekst, hkrati pa so ostali zavezani svoji učiteljski identiteti in prepričanjem o dobrem poučevanju. Članek predlaga, kako konteksti izobraževalnega sistema vplivajo na oblikovanje identitet študentov in kaj mora biti storjeno na ravni programov za izobraževanje učiteljev, da bi okrepili identitete študentov zaradi negativnih zunanjih vplivov.
Prenosi
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