Publication details
Professional self-concept of pre-service teacher
| Authors | |
|---|---|
| Year of publication | 2015 |
| Type | Article in Proceedings |
| Conference | 2nd International multidisciplinary scientific conference on Social sciences and arts SGEM 2015, Book 1(II) |
| MU Faculty or unit | |
| Citation | |
| Web | http://sgemsocial.org/ssgemlib/spip.php?rubrique35&debut_articles_rubrique=50#pagination_articles_rubrique |
| Doi | http://dx.doi.org/10.5593/sgemsocial2015/B12/S3.097 |
| Field | Pedagogy and education |
| Keywords | professional self-concept; pre-service teacher; process of forming professional self-concept; tacit knowledge; grounded theory |
| Description | The paper on the professional self-concept of a pre-service teacher presents the results of the qualitative research into the professional self-concept of students (n=204) at the Faculty of Education at Masaryk University in Brno, the Czech Republic. The research presented is a grounded theory research using a multi-method approach for collecting data. Thus, the free response was proven to be a valid tool for studying professional self-concept. The part of the paper in which the results are presented highlights the dominant aspects of the professional self-concept of student teachers and their relationship to the concepts of the self-discrepancy theory – the ideal, ought and actual selves. Furthermore, it examines the possible selves, i.e. the wanted and unwanted possible selves of students from their future development in the role of the teacher. Attention is focused on the formation process of the professional self-concept – on the key factors and individual stages. The process of forming the professional self-concept of a pre-service teacher consists of three phases: (1) familiarization with the role of the teacher; (2) confrontation, in which the pre-service teacher confronts their actual self and their ought self or ideal self; (3) transformation, where the pre-service teacher transforms their preconceptions in their own conceptions of teaching. |
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