Žinių konstravimas aukštojoje mokykloje, kaip prielaida studento profesinio tapatumo vystymuisi

LTStraipsnyje analizuojamas profesinis tapatumas, kaip ugdymui(si) paveikus procesas. Išryškinami ugdymo(si) veiksniai, kurie inicijuoja studento profesinio tapatumo formavimosi procesą studijų metu aukštojoje mokykloje. Akcentuojamos galimybės ir sąlygos internalizuoti profesijos esmę studijų metu, todėl dėmesys skiriamas profesijos, kaip sistemos, supratimui; profesinio tapatumo ir curriculum sąsajų įgyvendinimui; studentų individualių profesinių žinių konstravimo, kaip prielaidos profesiniam tapatumui vystytis, pripažinimui. Prieinama išvados, jog studento profesinio tapatumo procese svarbiausiais veiksniais laikytini žinių struktūra ir studento sąlytis su praktika. Todėl studijų programos curriculum konstravimui prasmingos žinios apie (profesinės žinios) ir žinias kaip (inicijuojančios studento savižiną ir skatinančios asmens tobulėjimą). [Iš leidinio]Reikšminiai žodžiai: Aukštoji mokykla; Curriculum; Dalyvio žinios; Profesija; Profesinis tapatumas; Socialiai konstruojamos žinios; Studentas; Curriculum; Higher education school; Participant knowledge; Profession; Professional identity; Socially constructed knowledge; Student.

ENThe professional identity starts from the studies and continues through all professional career. Identity with the profession is integral till the human identifies the self with the profession. The analyzed literature reveals that previous research studies were focused on definition of professional identity and its manifestations and means the experiences in various practical activities especially with the orientation to health care social care systems. In exceptional cases the professional identity was studied in the context of educational practice and vocational training of teachers, but the performed research studies were unsystemic, fragmentary, and here were avoided to see the professional identity as educational research focus in training and education of professionals at universities. Also not rare the researchers analyze how teachers, engineers, physicians, nurses and psychologists understand the professional identity. But here is still lack of deep perceptions regarding ‘identity’ concept: here is no answers, what is the construction, framework and structure of professional identity in the educational processes at university. Also in research here is still lack of precise systemic model, how is formed or how is forming the professional identity at university level studies by highlighting the dynamics of professional development.In the article is presented the literature review-based analysis on professional identification, as an educationally influenced process. Here are highlighted educational factors, which stipulate the process of professional identification among students in higher education school. In the article are accentuated possibilities and conditions for internalization of the essence of profession in studies so why the attention is focused on understanding the profession as a system; implementation of relationships between Professional identity and curriculum; recognition of individually constructed knowledge of students as a premise for development of professional identity. In conclusions are stated that the main factors in professional identity development of students could be treated the knowledge structure and contacting with practice. Then for curriculum construction are meaningful knowledge,about (professional knowledge) and knowledge ,know-how‘(initiating the self-knowledge and stipulating the personal improvement of the student). [From the publication]