Visuomenėje vyraujančių stereotipų sąsajos su būsimų pedagogų profesinės tapatybės formavimusi

LTStraipsnio aktualumą pagrindžia mokslinė praktinė problema, susijusi mokytojo profesija, kuri Lietuvoje išgyvena ne pačius populiariausius laikus, tačiau nemažai jaunų žmonių nusprendžia tapti pedagogais. Tai sudėtingas, kompleksinis procesas, kurio metu būsimas mokytojas bando apsibrėžti savo vaidmenį ir esybę. Straipsnyje pateikiami empirinio tyrimo rezultatai ir jų analizė, kurioje siekiama atskleisti, kaip visuomenėje vyraujantys stereotipai veikia būsimų pedagogų profesinį tapatumą. Teorinė analizė ir empirinio tyrimo rezultatai liudija, jog pagrindiniai veiksniai, darantys įtaką mokytojo įvaizdžiui, yra mokytojo bendravimo stilius, santykiai su ugdytiniais bei švietimo sistemos reformos. Nors stereotipai nėra esminė kliūtis, siekiant būsimos profesinės karjeros, tačiau dauguma pedagogikos studijų krypties studentų, dalyvavusių tyrime, savo profesinį tapatumą kuria pasitikėdami savimi ir remdamiesi vidine motyvacija. Respondentai taip pat pabrėžia, kad jų norą rinktis mokytojo profesiją lėmė vidinis apsisprendimas ir asmeniniai lūkesčiai bei noras dalintis žiniomis. Pagrindiniai žodžiai: stereotipai, pedagogikos studijų krypties studentai, profesinė tapatybė. [Iš leidinio]

ENThe relevance of the topic. Even though teaching as a profession is not living its best times in Lithuania, many young people still decide to become teachers. It is a complex process during which a future teacher tries to define their role and existence. Therefore, it is important to assess the reasons that led to this decision, motivation, prevailing societal stereotypes, and the actual fulfilment that comes with this profession. Research problem. Future teachers often struggle to construct a clear professional identity amidst the conflicting images and stereotypes prevalent in society and media. While pedagogical studies focus on subject specialization, the conscious development of a professional identity is often overlooked. The perpetuation of teaching stereotypes could be mitigated by fostering self-awareness among future teachers through both formal education and extracurricular activities. Research object – interface between the prevailing stereotypes and the professional identity of future teachers. Research aim - to reveal the interface between the prevailing societal stereotypes and the professional identity of future teachers. Research tasks: 1. To reveal the concept of the prevailing stereotypes in society. 2. To present the phenomenon of the professional identity of educators. 3. To investigate the interface between the prevailing stereotypes in society and the formation of the professional identity of students in the field of pedagogy. Research methodology. Research context. Klaipėda State College has won the funding by State Studies Foundation for the priority topics; as a result, starting in May 2024 the Department of Education of Klaipėda State College has initiated a project “Overcoming societal stereotypes to enhance the professional identity of pedagogy students.” The goal of the project – is to promote students' collaboration and develop their competencies.In the beginning of the project a joint student research group was formed, consisting of members from Klaipėda State College, Kaunas College, Panevėžys College, and Klaipėda University. The group was led by PhD.Giedrė Slušnienė who conducted the research. “Strategies for Overcoming Societal Stereotypes to Strengthen the Professional Identity of Educators.” The research was conducted from July to August 2024. The aim of the research – is to investigate the interface between prevailing societal stereotypes and the professional identity of students in the field of pedagogy. The research data was collected using a quantitative research method – an online survey. The research was conducted using an online survey platform "Google Forms." The geography of the research encompasses both national and institutional levels. The study involved respondents from Klaipėda State College, Kaunas College, Panevėžys College, Klaipėda University and Vytautas Magnus University, as well as students of pedagogy programs who are already working in various public and private schools and institutions of early education. The research group consisted of 207 participants, selected based on demographic criteria. A simple random sampling method was used for the selection of participants. In accordance with research ethics, participants were guaranteed anonymity and confidentiality. The principles of research ethics were upheld, including: reliability, integrity, respect, and accountability. The processing of research data was conducted using Microsoft Excel. Conclusions: 1. The first lessons about prevailing stereotypes in society begin very early. The media significantly contributes to the spread of stereotypes, as it must cater to societal needs by focusing on popular images and representations from the collective unconscious. The professional image of educators is stereotyped, creating a distorted behaviour model.This raises the issue that a young person who decides to pursue a teaching career and is constructing their professional identity may become ‘lost’ among these images. 2. It is difficult to determine which specific traits contribute to and influence the professional identity of a teacher. The formation of a teacher's professional identity is a continuous process that begins during their studies and continues as they accumulate professional experience and solidify their professional roles. The analysis showed that a future educator's understanding of what they want to do in life after graduation is directly related to their efforts to explore job opportunities and to test themselves in pedagogical activities. 3. The results of the empirical study indicate that the main factors influencing the image of a teacher are the teacher's communication style, relationships with students, and reforms in the education system. Although stereotypes are not a fundamental barrier to pursuit of a future career, the majority of the participants of the study build their professional identity based on self-confidence and intrinsic motivation. Respondents also emphasize that their desire to choose the teaching profession has been driven by an internal decision, personal expectations, and their wish to share knowledge. Keywords: stereotypes, pedagogy students, professional identity. [From the publication]

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