“我在风车上倾斜”:从竞争自我模型的角度看教师职业认同的紧张

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Vladimir Džinović, S. Grbić, D. Vesić
{"title":"“我在风车上倾斜”:从竞争自我模型的角度看教师职业认同的紧张","authors":"Vladimir Džinović, S. Grbić, D. Vesić","doi":"10.2298/zipi2202189d","DOIUrl":null,"url":null,"abstract":"In this paper, we present an exploratory study on tensions in teacher professional identity based on the Model of Agonistic Self. The sample comprised nine class and subject teachers employed at two primary schools in Belgrade. The research was conceived as a multiple-case study in which thematic analysis was used as an auxiliary method for analyzing the data obtained via a semi-structured interview. The criterion for the selection of tense situations was the presence of one of the four types of tense relations in the agonistic self: acceptance with critique, productive tension, acute conflict, and permanent conflict. These relations were interpreted as different forms of psychosocial dynamics and ways of resolving psychological tension among participants. Subsequently, we thematically categorized the selected situations. We identified nine themes in relation to which our participants had professional dilemmas. Our findings indicate that the same professional dilemma within a teacher?s self can manifest itself in different kinds of tense relations. This suggests that it is not sufficient to direct research attention towards the content of the narratives about professional dilemmas, but that it is also necessary to explore different mechanisms of psychosocial dynamics through which these tensions develop and get resolved. This perspective on teachers? professional dilemmas represents a contribution to the creation of new models and the refinement of existing models of teacher professional development.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"24 1","pages":""},"PeriodicalIF":0.2000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“I am tilting at windmills”: Tensions in teacher professional identity from the perspective of the model of the agonistic self\",\"authors\":\"Vladimir Džinović, S. Grbić, D. Vesić\",\"doi\":\"10.2298/zipi2202189d\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this paper, we present an exploratory study on tensions in teacher professional identity based on the Model of Agonistic Self. The sample comprised nine class and subject teachers employed at two primary schools in Belgrade. The research was conceived as a multiple-case study in which thematic analysis was used as an auxiliary method for analyzing the data obtained via a semi-structured interview. The criterion for the selection of tense situations was the presence of one of the four types of tense relations in the agonistic self: acceptance with critique, productive tension, acute conflict, and permanent conflict. These relations were interpreted as different forms of psychosocial dynamics and ways of resolving psychological tension among participants. Subsequently, we thematically categorized the selected situations. We identified nine themes in relation to which our participants had professional dilemmas. Our findings indicate that the same professional dilemma within a teacher?s self can manifest itself in different kinds of tense relations. This suggests that it is not sufficient to direct research attention towards the content of the narratives about professional dilemmas, but that it is also necessary to explore different mechanisms of psychosocial dynamics through which these tensions develop and get resolved. This perspective on teachers? professional dilemmas represents a contribution to the creation of new models and the refinement of existing models of teacher professional development.\",\"PeriodicalId\":42259,\"journal\":{\"name\":\"Zbornik Instituta za Pedagoska Istrazivanja\",\"volume\":\"24 1\",\"pages\":\"\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zbornik Instituta za Pedagoska Istrazivanja\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2298/zipi2202189d\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zbornik Instituta za Pedagoska Istrazivanja","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2298/zipi2202189d","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本文基于竞争自我模型对教师专业认同中的紧张关系进行了探索性研究。样本包括受雇于贝尔格莱德两所小学的9名班级和学科教师。本研究是一个多案例研究,其中主题分析被用作辅助方法来分析通过半结构化访谈获得的数据。选择紧张情境的标准是在竞争自我中存在四种紧张关系中的一种:带批判的接受、生产性紧张、尖锐冲突和永久冲突。这些关系被解释为不同形式的社会心理动态和解决参与者之间心理紧张的方式。随后,我们对选定的情况进行了主题分类。我们确定了九个主题,这些主题与我们的参与者的职业困境有关。我们的研究结果表明,同样的职业困境也存在于教师身上。人的自我可以在各种紧张关系中表现出来。这表明,将研究注意力集中在关于职业困境的叙述内容上是不够的,还需要探索这些紧张局势发展和解决的社会心理动力学的不同机制。这种对教师的看法?专业困境对教师专业发展的新模式的创造和现有模式的完善做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“I am tilting at windmills”: Tensions in teacher professional identity from the perspective of the model of the agonistic self
In this paper, we present an exploratory study on tensions in teacher professional identity based on the Model of Agonistic Self. The sample comprised nine class and subject teachers employed at two primary schools in Belgrade. The research was conceived as a multiple-case study in which thematic analysis was used as an auxiliary method for analyzing the data obtained via a semi-structured interview. The criterion for the selection of tense situations was the presence of one of the four types of tense relations in the agonistic self: acceptance with critique, productive tension, acute conflict, and permanent conflict. These relations were interpreted as different forms of psychosocial dynamics and ways of resolving psychological tension among participants. Subsequently, we thematically categorized the selected situations. We identified nine themes in relation to which our participants had professional dilemmas. Our findings indicate that the same professional dilemma within a teacher?s self can manifest itself in different kinds of tense relations. This suggests that it is not sufficient to direct research attention towards the content of the narratives about professional dilemmas, but that it is also necessary to explore different mechanisms of psychosocial dynamics through which these tensions develop and get resolved. This perspective on teachers? professional dilemmas represents a contribution to the creation of new models and the refinement of existing models of teacher professional development.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Zbornik Instituta za Pedagoska Istrazivanja
Zbornik Instituta za Pedagoska Istrazivanja EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.50
自引率
0.00%
发文量
5
审稿时长
16 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信