Skoči na glavni sadržaj

Pregledni rad

https://doi.org/10.21464/mo.30.2.8

Researching vocational teachers’ professional identity

Bojana Vignjević Korotaj orcid id orcid.org/0000-0002-6588-9723 ; Sveučilište u Rijeci, Filozofski fakultet, Hrvatska


Puni tekst: engleski pdf 329 Kb

verzije

str. 67-90

preuzimanja: 0

citiraj


Sažetak

The specifics of vocational teachers’ careers and their transition from industry to the education system, as well as the demands of continued professional development after they become teachers, can create tensions in their professional identity. The purpose of this paper is to examine the influences on vocational teachers’ professional identity from macro, meso, and micro perspectives to provide a holistic view of the complexity of their professional identity. The literature review has shown that at the macro level it is necessary to explore how educational policies make their way into vocational schools and to vocational teachers as well as how status of vocational education and training in a country can influence vocational teachers. At the meso level it is important to study the relationships vocational teachers form with different stakeholders, as well as institutional support in terms of continuous professional development. At the micro level it is valuable to gain insight into vocational teachers’ personal biographies by exploring their social background, prior educational and professional experiences, and reasons for choosing the teaching profession.

Ključne riječi

vocational teachers; professional identity from the macro, meso and micro perspective; vocational education and training

Hrčak ID:

317461

URI

https://hrcak.srce.hr/317461

Datum izdavanja:

5.3.2024.

Podaci na drugim jezicima: hrvatski

Posjeta: 0 *