Naslov
REFLECTION OF HIGHER EDUCATION TEACHERS: THE CONTRIBUTION OF STUDENT EXPERIENCES AND EXPECTATIONS TO THE DEVELOPMENT OF THEIR PROFESSIONAL IDENTITY

Autori
Tot, Daria, Jurčević Lozančić, Anka i Kudek Mirošević, Jasna

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

Izvornik
Didactic Challenges IV: Futures Studies in Education / Dubovicki, Snježana ; Bilić, Anica - Osijek i Vinkovci : J. J. Strossmayer University of Osijek an Croatian Academy of Science and Arts, Center for Scientific Work in Vinkovci, Republic of Croatia, 2023, 716-729

ISBN
978-953-8371-15-8

Skup
Didactic Challenges IV: Futures Studies in Education

Mjesto i datum
Osijek, Hrvatska, 26.05.2023. - 27.05.2023

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
focus groups ; higher education ; reflection ; teachers

Sažetak
The paper advocates critical thinking and reflection of higher education teachers to ensure professional opportunities for students and develop student professional identity. In shared collegial discourse, the student is placed at the center of learning, and her/his reflections can serve as an incentive to discuss and critically evaluate approaches to designing and conducting teaching in higher education. Here, one way is suggested, through insight into student attitudes, values, and expectations. Qualitative methodology was used, combining narrative approach and focus groups. The following research question was posed: What do the experiences and expectations of students who are future teachers tell us about their possible impact on the construction and development of their professional identity? Fifty-four final year graduate students were asked to write down their experiences during their previous schooling and expectations from their future professional work. The statements of the students selected for further in-depth discussion in focus groups reveal that students connect their previous experiences with visions of their future professional work. They consider reflection useful for their professional identity while showing a certain degree of skepticism in the expectations related to the development of their professional opportunities in certain segments of their (future) professional work. Furthermore, important preconditions for applying reflection in higher education have been identified in terms of providing a safe learning environment as well as providing appropriate guidance and feedback on the process. It is therefore recommended that in the initial teacher education more attention be paid to student experiences, considerations, and reflections in constructing their professional identity.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

Napomena
Izvorni znanstveni rad, objavljen u zborniku radova čiji je suizdavač Hrvatska akademija znanosti i umjetnosti

POVEZANOST RADA