Истраживања (Dec 2015)
SAMOREFLEKSIJE NASTAVNIKA O PROFESIONALNOM IDENTITETU
Abstract
The paper presents and interprets excerpts from a complex pedeutology research on a teacher as the central variable of the educational process at school. The research subject in this paper is the teachers’ self-reflection on their professional identity. The analysis of relevant research (Coper Olson, 1996) shows that the issue of professional identity could be best explored through self-evaluation (self-reflection), because it is a dynamic concept, which is in the process of con- tinuous formation in accordance with the impacts and challenges, which the teachers both encoun- ter and interact with. Dimensions of professional identity, which are measured through the teachers’ self-evaluation in this paper, are the following: value orientations of teachers in the classroom, the teachers’ self-concept, self-esteem and locus control of the teachers, and efficiency in the classroom. The interpreted results of this research suggest that the upon application of self-reflection or self-evaluation, teacher can become aware of the complexity of the education process, what can further lead to a more thorough understanding of both the teaching process and their own profes- sional identity. Therefore, there is a need in pedagogical research to create a corpus of pedagogical knowledge based on subjective teachers’ reflections, which may further lead to modeling the professional identity of teachers in accordance with contemporary theories of learning and devel- opment of pupils.
