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Characteristics of a good elementary school teacher – analysis of teachers' self-perceptions


Čepić, Renata; Tatalović Vorkapić, Sanja; Kalin, Jana
Characteristics of a good elementary school teacher – analysis of teachers' self-perceptions // Education’s Role in Preparing Globally Competent Citizens / Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara, Hilton, Gillian, Ogunleye, James, Chigisheva, Oksana (Eds.) (ur.).
Sofia: Bulgarian Comparative Education Society (BCES Conference Books, Vol. 12.), 2014. str. 185-192 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)


Naslov
Characteristics of a good elementary school teacher – analysis of teachers' self-perceptions

Autori
Čepić, Renata ; Tatalović Vorkapić, Sanja ; Kalin, Jana

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
Education’s Role in Preparing Globally Competent Citizens / Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara, Hilton, Gillian, Ogunleye, James, Chigisheva, Oksana (Eds.) - Sofia : Bulgarian Comparative Education Society (BCES Conference Books, Vol. 12.), 2014, 185-192

ISBN
978-954-92908-4-4

Skup
Education’s Role in Preparing Globally Competent Citizens

Mjesto i datum
Sofia, Bulgaria, 15-20.06.2014

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Self-perception; professional identity; continuing professional development; elementary school teacher

Sažetak
Views on the desirable characteristics of teachers and their professional development directly affect the organisation of the initial and continuing professional training of teachers, which in turn largely determines the development of teachers’ professional identity. In recent literature, professional identity is enmeshed in a broader societal discourse that is underpinned by values, personal qualities, ideology, relationships, status, training and qualifications. Starting from the point of view that the competences acquired are not sufficient for the teachers' professional activities, and also for reflection on their professional mission and identity and self- examination of their own experiences, beliefs, values and practices, we were interested in how the most important characteristics of quality teachers are viewed by the teachers themselves in two neighbouring countries - Croatia and Slovenia. We expected the results to be very similar due to the similarity of the cultural contexts of both countries. However, as the formation of professional identity depends not only on the broader social context, but also on the specific academic and institutional contexts in which teachers operate and develop, we also expected the answers to differ somewhat, which was confirmed by the results. Croatian teachers identified knowledge, creativity and fairness as the three most important characteristics of a good teacher, while the Slovene teachers identified the teacher's consistency as the most important feature of a good teacher, followed by knowledge and empathy. There was no statistically significant difference in the first three most important characteristics among teachers with regard to the length of their teaching experience and their age.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija

Napomena
This research was run within the project: “Professional Development of Teachers: Reputation, Identity and Transversal Competencies”, project’s number: 13.10.2.2.02., which is supported as an initial scientific project for young researchers (2013-2015) by University of Rijeka, Croatia.



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