Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World
Edited By Gerd-Bodo von Carlsburg and Thomas Vogel
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
Self-Education as Premise and Context for Teacher’s Identity Development: The Case of Master Studies in Educational Science
← 170 | 171 → Self-Education as Premise and Context for Teacher’s Identity Development: The Case of Master Studies in Educational Science
Ligita Dudinskienė, Vilma Žydžiūnaitė
The article discloses premises and context of self-education as teacher’s identity development. The results of the performed analysis of scientific sources as well as the survey-in-written (in which n = 327 teachers, master students of Lithuanian higher education institutions in the field of educational science took part) have shown that teacher’s self-education involves conscious process of learning related to teachers’ self-esteem, innovativeness and self-respect. During the research it has become evident that teacher’s self-education is inherent from comprehensive personal development, which allows experiencing learning satisfaction. The teachers, who purposefully study in master studies in educational science at the university, deliberately learn from own experience. The identified components (important for teachers’ identity development) of learning motivation (personal features, collaboration and learning in action, self-motivation as well as the wish to implement changes), of purposefulness of learning (learner’s responsibility, experience, practical value of knowledge abilities and skills, self-analysis, management of learning process) as well as of the analysis of learning activity (reflection on learning process, learning structure, identification of consistency, organization of learning, development) discloses the interaction between self-education and teacher’s identity development.
Keywords: identity, teacher, self-education
Professional identity is analyzed in educational science (Olesen, 2001; Crisafulli, 2009), psychology (Ikiugu, Rosso, 2003), management (Dobrow, Higgins, 2005), nursing (Eriksen, 2004). Professional...