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1

ПЕДАГОГІЧНА КОМУНІКАЦІЯ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

100%

Паршук С., Круглова Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

318-325

EN

The article deals with pedagogical communication as an important professional identity. The purpose of this paper is to outline the concept of educational communication in terms of professional identity; identify pedagogical conditions of formation of communicative skills of the teacher. Analysis of modern teaching practice shows that there are contradictions between the high level of professional knowledge and skills of teachers and their students to transfer failure, inability to engage children in creative activities, to create a friendly atmosphere, set psychological and pedagogical contact, manage their own emotional state. It is proved that communication plays a significant role in solving educational problems in teaching activities. Well developed communication skills are necessary for the teacher to create an optimal educational environment. It is emphasized that communication is a means of professional identity, providing: interpersonal integration (students and teachers, students and parents, teachers and parents, students and students, teachers and educators); inner personal integration (integration of teachers with themselves); social integration (the integration of the personality of teachers and staff, teachers and society, teachers and culture). The effectiveness of pedagogical communication depends on the formation of teachers have clear ideas about the nature and structure of communicative skills, their readiness, among them gnostic, design, constructional and organizational skills. Necessary condition for the successful process of communication is the communicative competence of its participants, while important aspects are the willingness of teachers to educational work, development of socio-psychological skills, interpersonal relations, continuity of pedagogical process, pedagogical communication, designing effective possible reporting tools on the basis of foreseeing the possible consequences of its perception, the design of their own performance, taking students to the conclusions that can be drawn after the presentation, encourage the consolidation of productive action, the effective synthesis of the impacts on students. Important pedagogical conditions of effective communication is the ability of teachers to talk with children logically and clearly, the ability of teachers to assess the quality of transfering information, its completeness, content, form.

2

Psychology Students’ Professional Identity Forming at the University

100%

FILATOVA O., FILATOV V., SEMENOVA A.

Edukacja-Technika-Informatyka

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2017

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vol. 8

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issue 1

114-117

EN

The article presents recommendations for psychology students' professional identity formation at the university. According to authors’ point of view the most efficient method is sociopsychological training.

3

Biographical Experience of Work by Young Precarious Workers in Poland

100%

Krasowska A., Drabina-Różewicz A.

Warsaw Forum of Economic Sociology

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2017

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vol. 8

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issue 15

33-50

EN

Young workers are the category of people who experience precarity and precariousness the most. This article explores the work experiences of the young precarious workers as an important component of constructing their social identity. It focuses on the problems with sense of professional identity, biographical sense of work experiences and the processes of transition to adulthood in the context of insecure earnings and permanent uncertainty. It also deals with the lack of control over time and future life plans and the alienation of work. As a consequence of precariousness, young people need to cope with traps of uncertainty, poverty and helplessness. The article is based on the analysis of biographical interviews with young people aged 18-30 years old in low-paid temporary jobs, low paid open-ended contracts, traineeships and the unemployed. The whole collection contains 70 interviews. The article focuses on ten cases which represent more general properties of work experiences. The analysis enables us to address emerging questions concerning the relationships between constructing biography and the experience of work and to formulate tentative conclusions from the ongoing research.

4

Teachers' Self-Assessment of Their Professional Skills According to the Teachers' Professional Standard

100%

Kukk A., Talts L.

Journal of Teacher Education for Sustainability

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2007

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vol. 8

14-24

EN

The expectations of teachers' role image have altered due to the quick changes in Estonian post-socialist society. Class teachers graduate from Tallinn University with a basic knowledge of teaching and readiness for continuous learning and self-development through daily work aimed at developing their professional competence. Teachers' 5th Professional Standard has been accepted to regulate teachers' work in Estonia. Participation in educational life fosters self-development and shapes professional and individual identity. Teachers' professional standard can guide teachers in assessing their own professional skills, including essential competence such as planning and guiding, creating the learning environment, motivating learning, co-operation, communication, and self-analysis. The research problem is: how do the teachers assess their professional skills? The data have been gathered using educational-ethnographic essay and a questionnaire clarifying the correspondence of teachers' professional skills to the standard of professional competence. The research is located within the qualitative paradigm. The highest value was attributed to the skill to consider the individual differences of each child and command of versatile teaching methods. The further development is needed in areas of sharing one's thoughts and experience with colleagues and parents' involvement in co-operation.

5

Work-Related Identity of Clinical Research Sector Employees in Poland Against Professional Transformation of the Industry

100%

Kozierkiewicz B.

Journal of Management and Business Administration. Central Europe

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2016

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issue 3

62-90

EN

Purpose: Established professions and knowledge workers identify more with their professional groups than with their organisations. The purpose of the study was to find what kind of work-related identities are shown by clinical research sector employees in Poland, what is the intensity of those identities and which one is dominant. Methodology: The study started with qualitative interviews dedicated to professional changes and to work-related identity. The latter was selected for the main quantitative part of the study and its five types were defined related to the trained profession, the practised profession, organizational, relational and task-related work identities. Intensity of these pre-defined identities was tested with a use of a questionnaire completed by 147 representatives of the sector under study. Statistical analysis of the collected data verified the research hypotheses that assumed a certain gradation of these work-related identities. Results: Professional identity related to the practised occupation was placed on the highest level followed by task-related identity. Relational and organisational identities were classified on the third and fourth levels. Identity related to the trained occupation achieved the lowest score. The employing organization type had no effect on the manifested professional identity. Originality value: As a developing new occupation, the study group itself was an interesting population for studying work-related identity. Combining the qualitative and quantitative methods enabled evaluation of the results against the professional changes shaping the sector, which can have an impact on building the work-related identity of its employees.

6

Student Teachers’ Professional Identity: Research in the Republic of Serbia

100%

Ristanović D., Stojanović B., Živković P.

The New Educational Review

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2018

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vol. 51

221-231

EN

Building professional identities of student teachers at the beginning of their vocational education and professional training provides opportunities to explore diversity of practice and provide external support. In the available literature, there is only a small number of studies that explore the professional identity of pre-service and student teachers. The main problem of this research is to examine self-reported attitudes toward student teachers’ professional identity dimensions. The second aim of the presented study was examining the reliability and concurrent validity of the Student Teachers Professional Identity Scale (Fisherman & Abbot, 1998), which was used for the first time in Serbia. The initial sample of respondents consisted of 158 students from the Faculty of Pedagogical Sciences. Results indicate that university students perceive teaching roles more as a specific job and not as a profession. They are goal-directed towards their job as teachers and perceive their practice as a part of their studies and not as a result of their professional identity development as teachers. The mentioned scale (for one-factor solution with the satisfactory criterion of confirmatory factor analysis) obtained very good reliability (α = .935) and concurrent validity indicators and values. Researching professional identity at early career stages can help educators to emphasize the multidimensionality and complexity of the teaching profession.

7

Pre-Service English Teachers’ Narrative Identity

88%

ULUM Ö. G.

Journal of Education Culture and Society

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2020

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vol. 11

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issue 1

92-101

EN

Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity

8

The biographical experience of being a teacher as the essence shaping lifelong learning practices

88%

Jurgiel-Aleksander A.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2022

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vol. 23

97-110

XX

This text is an attempt to answer the question of how to construct educational experiences in the professional biography of adults and their location within the practices of lifelong learning. To this end, the author presents the results of research on the ways in which public school teachers give meaning to their own professional experiences. Next she tries to show that the issues revealed as a result of the analysis are an important horizon for understanding and learning about their eve¬ryday life. As a result of the analysis of teachers’ narratives, the author established three schemes for defining professional experiences, which in their essence reveal: lack of teachers’ influence on the quality of education in general (a), perceiving the school as an effective organisation operating on the market (b), closing professional identity within its teaching method and its improvement. Refer¬ring to the concept of “biographicity” by Peter Alheit, the author shows that individual biography is a dynamic construct constantly reconstructed in a specific time, in socio-cultural and political conditions or in relation to other people – that is, practices that we identify as lifelong learning. In the case of the interviewed teachers, an element of these practices is the issue of shaping the culture of subordination and with it the politicisation and marketisation of education as well as the instru¬mental treatment of oneself and students. This text is an attempt to answer the question of how to construct educational experiences in the professional biography of adults and their location within the practices of lifelong learning. To this end, the author presents the results of research on the ways in which public school teachers give meaning to their own professional experiences. Next she tries to show that the issues revealed as a result of the analysis are an important horizon for understanding and learning about their eve-ryday life. As a result of the analysis of teachers’ narratives, the author established three schemes for defining professional experiences, which in their essence reveal: lack of teachers’ influence on the quality of education in general (a), perceiving the school as an effective organisation operating on the market (b), closing professional identity within its teaching method and its improvement. Refer¬ring to the concept of “biographicity” by Peter Alheit, the author shows that individual biography is a dynamic construct constantly reconstructed in a specific time, in socio-cultural and political conditions or in relation to other people – that is, practices that we identify as lifelong learning. In the case of the interviewed teachers, an element of these practices is the issue of shaping the culture of subordination and with it the politicisation and marketisation of education as well as the instru¬mental treatment of oneself and students.

9

From Learning “Doing the Work of a Paramedic” to “Being a Paramedic” – the Results of Research on Students of the Last Year of Wroclaw Medical University

88%

Chomątowska B., Grzebieluch J., Janiak-Rejno I., Kiedik D., Żarczyńska-Dobiesz A.

Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia

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2021

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vol. 55

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issue 2

33-48

EN

Theoretical background: The limited number of scientific studies on the specifics of the professional identity formation of paramedics makes it possible to conclude that this subject is insufficiently identified. In addition, the growing demand for medical professions, including paramedics, has led the authors to fill the research gap related to the recognition of the real professional identity of future representatives of the discussed profession. Accepting the fact that professional identity of paramedics is formed at different stages of the professional life of the person practicing the job, the authors took up the challenge of looking at the problem in question from the perspective of, inter alia, the identification of key determinants of the choice of this profession, the accompanying values and motivations, as well as the degree of fulfilment of expectations from the process of preparation for this profession offered in the framework of higher education.Purpose of the article: The article draws attention to a very important stage in the process of shaping the professional identity of paramedics, which is the higher-level of education. Its purpose is to recognize the opinions of students of the last year of emergency medical care about their values, motivations that determined the choice of this field of study and the competences acquired by them. These elements determine the degree of satisfaction of students with the broadly understood process of study and, consequently, the forming of their professional identity. Research methods: The article refers to the results of own research conducted among students of the last year in the field of medical rescue service at the Medical University of Wroclaw. The study covered a four-year period and was done each time in the second quarter of 2017, 2018, 2019 and 2020. The authors of the article conducted a diagnostic survey using the authors' survey questionnaire.Main findings: Future paramedics, while undertaking higher studies in the said field, though internally convinced that their decisions were right, were guided by different values and motivations. Among the most important were the desire to pursue their passions, fulfill dreams, care for their own health, family and relationships with friends. Work as a value and the directly related need to help others, as well as the resulting economic benefits, were not considered the most important for future paramedics at that moment. The identified dissonance pertaining to the degree of fulfilment of expectations towards the process of education and the degree of benefits gained from that process demonstrate a limited level of satisfaction from preparation for the studied profession.Implications/Recommendations: The attempt made in the article to insight into the professional identity of future paramedics, and in particular the weaknesses and concerns identified in relation to the learned profession, certainly invite further research that can contribute to both, improving the current education system and taking action by further actors in the subsequent stages of shaping this identity. Taking into account the concerns identified by future paramedics and the enormity of tasks they are going to face, the professional predisposition as well as psychophysical characteristics of potential candidates should be taken into account at the stage of recruitment for the studies. In this context the teaching time should be increased for such subjects as psychology, patient communication and stress management. So far, the Polish education system of paramedics offers no planned career path, no vertical differentiation and promotion during professional work, which would certainly be a motivating factor. Continuous professional development should be an important element, which could enable them to develop their professional identity from learning "doing the work of a paramedic" to "being a paramedic".

10

Development of Finance Students’ Professional Culture in Ukrainian Colleges

88%

Petrenko L., Pilevich O., Zelikovska O., Doronina N., Kupriyevych V., Bilanych H., Solovey N., Isaieva S., Selezen H.

Journal of Education Culture and Society

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2022

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vol. 13

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issue 2

417-430

EN

Aim. The purpose of the research is to develop and substantiate a theoretical model for the formation of a professional culture of finance students. Methods. The authors used a set of interrelated methods: comparative analysis, comparison and synthesis, appropriate for modelling professional culture as a pedagogical phenomenon, and functional-structural analysis for systematisation of the stages of building the professional culture. A theoretical model of professional culture has been designed and validated. This model consolidates research from studies of motivation, cognitive sciences, organisational behaviour, and values in educational and financial institutions and lays the foundations of finance students’ professional culture formation methodology. Results. The obtained results showed positive dynamics in the formation components (motivational, creative, organisational and axiological) of the theoretical model of professional culture development. Our findings confirmed that the cultural and educational environment encourages students’ engagement in learning, boosts the development of their motivational and semantic sphere, ensuring the implementation of individual learning trajectories. Conclusion. The complex of methods implemented evidences the educational, cultural, and innovative potential of the college for training and students’ personal and professional development. The structure of the professional culture development model for finance students has driven a reconsideration of the content of their professional training, generation and dissemination of novel methods and technologies. Practical implementation. The research has resulted in changes to the vocational training programmes for college finance students, the introduction of teaching methods for professional disciplines that proved their efficiency, and development of cooperation with banking institutions, financial and insurance companies.

11

The dynamics of professional identity of university teachers: reflecting on the ideal university teacher

88%

Haamer A., Lepp L., Reva E.

Studies for the Learning Society

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2012

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vol. 2

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issue 2-3

110-120

EN

Current paper investigates development of professional identity of university teachers, observed through reflective exercises which enabled participants' to focus on their perception of the ideal university teacher. Images of the ideal university teacher were studied from two aspects: first - before the participants started teaching, and second - after they had been teaching for some time. This paper focused on how images of the ideal university teacher have changed over time, and discussed the reasons that brought about changes. There is a tendency that ideals are adapted in accordance with teaching experience. Ideals are regarded as unstable phenomena, influenced by the surrounding environment. Current paper made use of a qualitative design of reflective writing exercises and focus group interviews. The sample comprised an aggregate of 42 participants, university teachers and PhD students, and 4 focus groups. Interviews were analyzed using qualitative content analysis. The study shows that after some teaching experience, didactic knowledge and communicative skills come to the forefront of the ideal university teacher identity. The study opens the way for further and deeper discussion of images of an ideal university teacher.

12

Women's sequential and cyclic careers: implications for the career theory

75%

Cybal-Michalska A.

Journal of Gender and Power

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2014

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vol. 1

67-79

EN

The article takes up discourse on the development of the career theory that demands taking into account multicontextual changes in the world of work that pose new challenges for women. The subjective shading of the career phenomenon that treats career as an individual’s "property" was clearly stressed. When analysing individual paths of career development for both women and men it is necessary to take its wide scope of conditions into account, as well as inquire into semantic meanings assigned to the reality by the subject in order to interpret and understand past and new experiences. The focus on professional behaviours among women led to considerations on the change of the career concept in its general sense and meaning. Literature on the subject consistently underlines that career patterns will be less and less of a linear character, and more frequently of a sequential and cyclical one. The increase in the role assigned to career forces one to approach it within the category of professional identity development, planning and management skills, and the ability of monitoring one’s career in a lifelong perspective.

13

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ МАЙБУТНЬОГО ПСИХОЛОГА В АСПЕКТІ ЙОГО ПРОФЕСІОНАЛІЗАЦІЇ

75%

Савчук З.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 5(59)

175-184

EN

The features of professional identity of the future psychologists are depicted in this article. The material about the theoretical analysis of the problem is submitted. The theoretical and practical views of professionalization, professional identity as the basic concept that reflects the nature of professional development are considered. The content of the personal sense of “psychologist” of future professionals is clarified. The different features of professional identity of the future psychologists according to the level of training are analyzed and defined in the article. The theoretical and empirical researches of leading factors and characteristics of professional identity of students who are psychologists are revealed. The main points of view of studying the problems of identity and identification are analyzed. The meaning of “professional identity” as a result of processes of professional self-determination and self-organization is solved. The components of the psychologist’s professional identity that ensure the success of his or her activities as a professional are picked out. The theoretical experiment of researching the process of formation of professional consciousness of the future psychologists during their training in higher school is pursued. The theoretical and practical points of views of personal’s professionalization are analyzed. The professional identity as a basic concept that reflects the nature of professional development is considered. The basic indicators of professional identity, awareness, formation, decision are defined. The problems of professional development of the future psychologists in educational and professional activities in the sphere of practical psychology are solved. The content and dynamics of the personal meaning of “psychologist” of the future professionals is depicted. The difference of indicators of the professional identity of the future psychologists depending according to the level of training and the forms of financing the education is analyzed and identified.

14

The Identity of the Dialogic Educator – Dialogue in Education as a Practice for the Construction and Establishment of a New Social Reality in Education

75%

Windzberg Sasson R.

Studia Edukacyjne

|

2018

|

issue 48

383-400

PL

One of the things that most influencethe professional identity in teaching is the professional training that the student teacher chooses. The professional training is built by educational pedagogy that supports the construction of the reality of the person who receives the training and contributes to it, and in this way, influenceshis professional identity. The dialogue between people is the way in which people influenceone another and help in the process of socialization. The dialogue influencesthe construction of the reality of people since the process of the construction necessitates at least two people in the process. The common denominator of socialization, social construction, and dialogue is the duality required from each one of the sides in these processes. The key to change is dialogic education. Dialogic pedagogy enables the participation in the construction of the educational reality in the 21st century.The article is composed of two parts. The firstpart presents a sociological infrastructure and asks the following questions: What is reality and how does the process of socialization and construction of a personal identity occur? The second part addresses the construction of the educational identity in the aspect of the educational ideology.

15

Nauczyciele edukacji wczesnoszkolnej i ich gotowość do zmiany

75%

Żytko M.

Edukacja

|

2015

|

issue 1(132)

47–59

PL

W artykule zostały omówione doświadczenia nauczycieli, związane z wprowadzaniem innowacji edukacyjnych w procesie dokonywania zmian postaw i stylu pracy z dziećmi w wieku wczesnoszkolnym. Zagadnienie przedstawiono na przykładzie analizy badania przeprowadzonego w schemacie eksperymentalnym w latach 2012–2013 w klasach trzecich szkół podstawowych. Eksperyment dotyczył testowania środka dydaktycznego Gramy w piktogramy, który powstał w celu wspierania rozwoju umiejętności matematycznych uczniów. Jednym z problemów badawczych było założenie o zmianie poglądów nauczycieli na trzech wymiarach: „pesymizm edukacyjny”, „formalizm edukacyjny”, „promowanie samodzielności” pod wpływem doświadczeń zdobytych podczas testowania produktu. Do analizy wyników zastosowano model statystyczny IRT oraz wielopoziomową regresję. Wyniki wskazują na istotną statystycznie zmianę w poglądach edukacyjnych nauczycieli: zmniejszenie poziomu pesymizmu i formalizmu edukacyjnego oraz wzrost w wymiarze promowania samodzielności.

EN

The article describes the debate on the teacher’s role in the dynamic reality of the Polish education system and the impact of individual experience in the uptake of innovation to professional change. In the first part, teacher awareness concerning the necessary changes is considered, while in the second, the results from research using the innovative educational tool “Gramy w piktogramy” (“We play pictograms”) – supporting mathematical skills in primary education – are presented. Changes to teachers’ opinions in three dimensions (educational pessimism, educational formalism, promoting students own activities) are also included as support for the conclusions. Influencing significant change to teachers’ outlook is possible but a long-term process, both requiring sustained encouragement from education authorities and a bottom-up approach. Nevertheless, the crux of the problem is to instill the belief into teachers that profound change in primary education is vital.

16

Taking a stand against normative biography – a biographical perspective on learning careers and professional identity development of male social workers

75%

Mažeikienė N., Dorelaitienė A.

Journal of Modern Science

|

2016

|

issue 3(30)

81-99

EN

The paper discusses transformation of professional identity of individuals who have chosen work activity that is not traditional for their gender. Participants of our research are male social workers in Lithuania. The study on change of professional identity of male social workers presented in this article has revealed that the process of becoming a social worker among males is a sequence of complex decisions and experiences accompanied by critical incidents and changes in their life trajectories and learning careers. Trajectories of educational experience and life events of the research participants have revealed the choice in favour of non-traditional occupation as a defeat of traditional gender division of labour by opposing to “normality” – by undergoing and overcoming the crisis. One of interesting aspects of analysis is the issue of experiences occurring in the course of deviation from standardized, predetermined and preset life journey, i.e. normative biography. Such a complexity is caused by ideal norms of hegemonic masculinity that frame actual social structures and are introduced into the processes of socialization and habituation with the aim to form dominant masculine habitus. Analysis of biographical narratives of male social workers have disclosed learning careers and at the same time the balancing of the males between the normative trajectory of masculine behaviour and striving to find their own “self ”.

17

The Romanian Filmmaker’s Union. Between Ambiguous Past and Uncertain Futur

71%

Popescu A.

Images. The International Journal of European Film, Performing Arts and Audiovisual Communication

|

2012

|

vol. 11

|

issue 20

93-98

PL

The Romanian Filmmakers’ Union is one of today’s largest cinematographic professional organisations inherited from the Communist past. This study looks at this specific form of institutionalising the activity of Romanian filmmakers from the perspective of its intermediary role between Party directives and divergent personal interests. The collapse of the regime made visible explosive tensions generated by this ambivalent institutional identity. It is therefore interesting to examine the consequences this organisation had on filmmakers’ status before and in the aftermath of the regime change. By using ethnographic methods, the article contributes to an understanding of the role the Union played in reconfiguring the professional community after 1989, especially after the coming of age of a generation of filmmakers who created new professional worlds that challenged the idea of ‘creative collectivity’.

EN

The Romanian Filmmaker’s Union. Between Ambiguous Past and Uncertain Futur The Romanian Filmmakers’ Union is one of today’s largest cinematographic professional organisations inherited from the Communist past. This study looks at this specific form of institutionalising the activity of Romanian filmmakers from the perspective of its intermediary role between Party directives and divergent personal interests. The collapse of the regime made visible explosive tensions generated by this ambivalent institutional identity. It is therefore interesting to examine the consequences this organisation had on filmmakers’ status before and in the aftermath of the regime change. By using ethnographic methods, the article contributes to an understanding of the role the Union played in reconfiguring the professional community after 1989, especially after the coming of age of a generation of filmmakers who created new professional worlds that challenged the idea of ‘creative collectivity’.

18

Cross-cultural Socialization into a Common Profession: Exploring how Nursing Students in Taiwan and in the U.S. Narrate Professional Identity

63%

Davis B. H., Thiede R., Smith M. K.

Crossroads. A Journal of English Studies

|

2013

|

issue 1

6-23

EN

This discussion will draw on a series of written stories and commentaries on professional values in nursing for a cross-cultural pragmatics study of US nursing students in North Carolina and Chinese nursing students in Kaohsiung, Taiwan. We explore cultural differences in salience as a pragmatics construct for a professional construct important in nursing, that of caring. The nursing students were not in direct contact with each other except through written stories and commentaries:The Chinese nurses first wrote their thoughts in Mandarin and then translated them into English, after which the US students read and responded to them. The nursing students from both countries assumed that they shared constructs of what constituted professional values in nursing. However, our discussion will question the degree to which they shared common ground and assigned similar salience to the construct. We conclude that the Chinese and the US student nurses erroneously assumed that they shared each other’s understanding of ‘caring,’ underestimating the differences in work environment and cultural expectations. We also propose that they are readily capable, through communication, of recalibrating their reference frames once made aware that they differ.

19

Biograficzne doświadczanie bycia nauczycielem jako istota kształtowania praktyk całożyciowego uczenia się

63%

Jurgiel-Aleksander A.

Dyskursy Młodych Andragogów / Adult Education Discourses

|

2022

|

vol. 23

81-95

EN

This text is an attempt to answer the question of how to construct educational experiences in the professional biography of adults and their location within the practices of lifelong learning. To this end, the author presents the results of research on the ways in which public school teachers give meaning to their own professional experiences. Next she tries to show that the issues revealed as a result of the analysis are an important horizon for understanding and learning about their everyday life. As a result of the analysis of teachers’ narratives, the author established three schemes for defining professional experiences, which in their essence reveal: lack of teachers’ influence on the quality of education in general (a), perceiving the school as an effective organization operating on the market (b), closing professional identity within its teaching method and its improvement. Referring to the concept of “biographicity” by Peter Alheit, the author shows that individual biography is a dynamic construct constantly reconstructed in a specific time, in socio-cultural and political conditions or in relation to other people – that is, practices that we identify as lifelong learning. In the case of the interviewed teachers, an element of these practices is the issue of shaping the culture of subordination and with it the politicisation and marketisation of education as well as the instrumental treatment of oneself and students.

PL

Niniejszy tekst jest próbą poszukiwania odpowiedzi na pytanie o sposoby konstruowania uczących doświadczeń w zawodowej biografii dorosłych i ich usytuowaniu w obrębie praktyk całożyciowego uczenia się. W tym celu autorka prezentuje wyniki badań dotyczące sposobów nadawania znaczeń własnym doświadczeniom zawodowym przez nauczycieli szkół publicznych, a następnie próbuje pokazać, że ujawnione w wyniku analizy kwestie są ważnym horyzontem rozumienia ich bycia w codzienności i uczenia się w niej. W wyniku analizy nauczycielskich narracyjnych wypowiedzi autorka ustaliła trzy schematy definiowania doświadczeń zawodowych, które w swojej istocie odsłaniają: brak poczucia wpływu nauczycieli na stan edukacji (a), identyfikowanie się ze szkołą jako skutecznie działającą na rynku organizacją (b), zamknięcie swojej tożsamości zawodowej w obrębie swojej metody nauczania i jej doskonalenia. Odwołując się do koncepcji biograficzności w ujęciu Petera Alheita, autorka pokazuje, że indywidualna biografia jest konstruktem dynamicznym wciąż na nowo rekonstruowanym w określonym czasie, warunkach społeczno-kulturowych i politycznych oraz w relacji do innych ludzi – a więc praktyk, które identyfikujemy jako całożyciowe uczenie się. W przypadku badanych nauczycieli elementem tych praktyk jest kwestia kształtowania kultury podporządkowania a wraz z nią upolitycznienia i urynkowienia edukacji, instrumentalnego traktowania siebie i uczniów.

20

„Płatni mordercy”? Dyskurs budowania tożsamości zawodowej wśród pracowników deratyzacji

51%

Jarzębowska G.

Przegląd Socjologii Jakościowej

|

2020

|

vol. 16

|

issue 4

192-209

EN

This article analyzes the discursive practices that shape rat exterminators’ professional identity. Interviews with pest control professionals (PCPs) reveal the rhetorics of hard work on their identity. My main thesis is that the shaping of this identity is performed on two levels. The first one (social) is about identity shaped in opposition to the perceived negative social reception of this profession. The second one (personal)is about internal work based on struggling with the ethical challenges connected with the professional duties. Based on the conducted interviews, I have recognized four strategies of the rationalization of exterminating animals. The above-mentioned two levels of identity work have the common, namely the belief in the social usefulness of working in pest control.

PL

Niniejszy artykuł analizuje praktyki dyskursywne kształtujące tożsamość zawodową deratyzatorów (tępicieli gryzoni). Wywiady z pracownikami tej branży ukazują retorykę wytężonej pracy nad tożsamością. Stawiam tezę, że budowanie owej tożsamości lokuje się na dwóch poziomach. Pierwszy z nich (społeczny) wyznacza tożsamość budowaną w kontrze do percypowanego negatywnego odbioru społecznego. Drugi poziom (indywidualny) to praca „do wewnątrz”, obrazująca mierzenie się z etycznymi wyzwaniami związanymi z wykonywanym zawodem. Na podstawie przeprowadzonych wywiadów rozpoznaję cztery strategie racjonalizacji tępienia zwierząt. Owe dwa poziomy pracy nad tożsamością posiadają wspólny rdzeń, którym jest przekonanie o społecznej użyteczności pracy w deratyzacji.

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