职业教师教育者角色认同:以马耳他为例

Q3 Social Sciences

Qualitative Sociology Review Pub Date : 2022-01-31 DOI:10.18778/1733-8077.18.1.03

A. Said

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引用次数: 1

摘要

本文通过与马耳他主流教师教育者的比较，对职业教师教育者的职业角色认同有了更深入的了解。它是从结构符号互动主义的角度使用身份理论来构建的(Burke and Stets 2009)。数据收集采用半结构化访谈，采用专题分析。研究结果表明，受职业角色认同观念的影响，职业教育工作者和跨国教育工作者支持教学的方式不同。对于每个国家来说，没有“一刀切”的解决方案，但本研究对一个研究基础有限的领域做出了贡献，并为认同理论提供了新的见解。

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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Vocational Teacher Educators’ Role Identity: A Case Study in Malta

This paper gains a deeper understanding of the professional role identities of vocational teacher educators (VTEs) when compared with mainstream teacher educators (MTEs) in Malta. It is framed using identity theory from the structural symbolic interactionism perspective (Burke and Stets 2009). Data were collected through semi-structured interviews, adopting thematic analysis. Findings show that VTEs and MTEs underpin their teaching differently, influenced by the perceptions they have about their professional role identities. There is no “one size fits all” solution for each country, yet this study contributes to a field with a limited research base and offers new insights to identity theory.

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来源期刊

Qualitative Sociology Review Social Sciences-Social Sciences (all)

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： For a long time, we have observed an increased interest in qualitative sociology, and the use of an interpretive frame to understand human actions, social processes, meanings and definitions, and new social theory generally. In order to enable a free flow of information and to integrate the community of qualitative sociologists, we have decided to create an open-access, international scientific journal. Qualitative Sociology Review publishes empirical, theoretical and methodological articles applicable to all fields and specializations within sociology.