Razvoj pogledov učiteljev kot temeljne komponente njihove poklicne identitete v začetnem izobraževanju učiteljev: longitudinalna perspektiva

The main aim of this research is to longitudinally examine the shift in teaching students’ professional beliefs about the teacher-pupil role during the course of their studies. The starting assumption has been that teachers’ professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers’ professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil’s role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation.Glavni cilj longitudinalne raziskave je preučevanje spremembe v stroko-vnih pogledih študentov razrednega pouka glede vloge učitelj – učenec med njihovim študijem. Izhodiščna predpostavka je bila, da je poklicni razvoj učiteljev v veliki meri odvisen od njihovega dojemanja različnih vidikov njihove poklicne vloge. Pogledi na vlogo učitelj – učenec so gradniki poklicne identitete učiteljev, ki močno vplivajo na način poučevanja in komuniciranja z učenci. V raziskavi je sodelovalo 62 študentov razrednega pouka s treh pedagoških fakultet, ki so bili usposobljeni za poučevanje v nižjih razredih osnovne šole. Raziskava je potekala v dveh delih – na začetku in ob koncu petletnega študijskega programa. Njihove poglede smo preučili s tehniko metafore, ki izhaja iz kognitivne teorije metafore. Izsledki kažejo, da vpetost učiteljev v študijski program ni bistveno spremenila njihovih pogledov; ti so ostali nespremenjeni tudi po nastopu službe, zlasti za to, kar zadeva dojemanje učenčeve vloge. Ta ugotovitev je bila obravnavana z vidika mogočih posledic za pripravo učnega načrta za izobraževanje učiteljev in njegovo izvajanje