Doctoral Students as Future Teachers at Universities: Factors Related to Professional Identity

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2021-12-01 DOI:10.2478/jtes-2021-0016

Kristina Kovalčikienė, Loreta Bukšnytė-Marmienė

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引用次数: 5

Abstract

Abstract Doctoral students’ professional identity in higher education institutions is a relevant field of research in the context of education for sustainable development. Higher education institutions face the following challenge: it is very important for the Doctoral students to develop the skills of the researcher during their studies; however, the competencies of the teacher are crucial in order to become part of the higher education institution. Thus, sustainable development of teacher’s professional identity of Doctoral students plays a meaningful role in retaining gifted young scientists at higher education institutions. The article analyzes the psychological, social and academic environmental factors that are important for identification of the teacher’s professional role during Doctoral studies. The sample of the study consisted of 494 Doctoral students from 22 higher education institutions in Lithuania. The study was conducted using Teachers’ Professional Role Identity Scale, Big Five Inventory, Social Support Questionnaire and two scales compiled to measure academic environmental factors. The results revealed that Doctoral students’ external thinking style, personality traits of extraversion and conscientiousness, perceived support of family and friends, material conditions for internships and conferences and other academic environment factors are significant for Doctoral students’ identification with the teacher’s professional role. These results have practical application for Doctoral students’ satisfaction with studies, productivity and career management. This is important for the seeking sustainable development goals of higher education.

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博士生作为高校未来教师:职业认同的相关因素

摘要:高等学校博士生职业认同是可持续发展教育背景下的一个相关研究领域。高等教育面临着以下挑战:博士生在学习过程中培养研究技能是非常重要的;然而，教师的能力对于成为高等教育机构的一部分至关重要。因此，博士生教师职业认同的可持续发展对高校留住优秀青年科学家具有重要意义。本文从心理、社会和学术环境三个方面分析了博士阶段教师专业角色识别的重要因素。该研究的样本包括来自立陶宛22所高等教育机构的494名博士生。本研究采用教师职业角色认同量表、大五量表、社会支持问卷和两份学术环境因素量表进行研究。结果发现，博士生的外部思维方式、外向性和严谨性人格特征、家庭和朋友的支持感知、实习和会议的物质条件等学术环境因素对博士生对教师专业角色的认同有显著影响。研究结果对博士生学业满意度、工作效率满意度和职业生涯管理满意度具有实际应用价值。这对于寻求高等教育的可持续发展目标具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.