10 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
Studies have shown that becoming a professional occurs on two levels (Guskey, 2002). First, it takes place on a structural level, such as formal educational and entrance requirements for entry into the profession. Secondly, it occurs on an attitudinal level, such as the individual's sense of "a calling" to the field. Adjustment to the teacher profession may be external, under the demands and in correspondence with the notion of teacher’s professional role, and internal, which is associated with changes in the subjective self-conceptualization associated with the role, called professional identity (McGowen & Hart, 1990; Beijaard, Meijer, & Verloop, 2004). Professional satisfaction and the will to go on teaching is then formed by an interplay of internal and external factors.
Aims of the study
The study investigated the differences in motivation and professional identity of the teachers who stay in their profession for more than five years and feel professionally satisfied, and those who have already quitted the profession.
Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teacher’s professional identity. Teaching and Teacher Education, 20, 107-128. Guskey, T. R. 2002: Professional development and teacher change, Teachers and Teaching: Theory and Practice, 8(3–4), 381–391. Korthagen, F.A.J. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education, Teaching and Teacher Education 20 (2004) 77–97. McGowen, K. R., & Hart, L. E. (1990). Still different after all these years: Gender differences in professional identity formation. Professional Psychology: Research and Practice, 21, 118-123.
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