Scholarly record
STRENGHTENING FUTURE VOCATIONAL TEACHERS' SELF-AUTHORSHIP VIA ACTION RESEARCH
Abstract
Current discussions about future vocational teachers perspectives usually imply the notion of a strong personality and a competent professional. The idea of professionalism is inseparable from the idea of self-authorship the central issue of which is the formation and development of personal interior voice not only of students, but of young teachers as well. Self-authorship is regarded to be more than a skill that can be taught; it requires a transformation in young teachers attitude towards nature of knowledge, a confidence in themselves and their unique identity and an appreciation of relative perspective. The development of self- authorship may be scaffolded and strengthened while supporting the students confidence in constructing knowledge, situating learning in the learners own experience, defining learning as meaning constructing process. These aspects can be developed while performing action research because of its collaborative, analytical, self-critical inquiry and transformative nature. The research findings, expressed by qualitative categories content demonstrate that the future teachers while indulging in action research process have learned to diagnose learning problems of their pupils, have become open in real learning environment, and developed a dialogue with their pupils and colleagues. While developing their internal voice through external and internal conflict negotiation they got more self-reliant in their pedagogical solutions what let them to being self-authored.
Publication Impact Profile
Publication details
References9
Antanaitienė A., Ramanauskaitė A., Numgaudienė A., Bendrojo ugdymo ir profesinio mokymo institucijų bendradarbiavimas mokinių profesiniam apsisprendimui, Profesinis rengimas: tyrimai ir realijos, issue 24, p.p. 10-23, 2013.
Augustinienė A., Čiučiulkienė N., Reverse mentoring as facilitating factor for the development of a beginning teacher's self-authorship process. Socialiniai mokslai, issue 3, p.p 73-84, 2013.
Baxter M., M., B., Self‐authorship, New Directions for Higher Education, issue 166, p.p. 25-33, 2014.
Coghlan D., Brannick T., Doing action research in your own organization. SAGE Publications Limited, 157p., 2019.
Daukilas S., et al. Profesijos pedagogų veiklos turinys. Profesinis tobulėjimas, identitetas, ugdymo turinio metodologija ir kokybė, Aleksandro Stulginskio universitetas, Kaunas, 338p., 2017.
Hogarth T., et al., Employer Routed Funding: Employer Responses to Funding Reform, 2014.
Morkevičius V., Terra incognita: kiekybinė viešosios politikos diskurso turinio analizė, Viešoji politika ir administravimas, issue 11, p.p. 74-85, 2005.
Norton, L. Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Routledge, 266p., 2018.
Pizzolato J., E., Olson A.,B., Exploring the relationship between the three dimensions of self-authorship, Journal of College Student Development, issue 57.4, p.p.411-427, 2016.
View or Download full articleAccess options
SWS access login
Login as SWS Scientific CommitteeLogin as SWS Scientific PartnerLogin as SWS AuthorAuthors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.
For librarian assistance: [email protected]
Purchase Instant Access
- Article can be downloaded after successful payment.
- Article may be used according to SWS library access terms.
- Article cannot be redistributed.
