Όψεις της επαγγελματικής ταυτότητας υποψήφιων εκπαιδευτικών: η περίπτωση των τελειόφοιτων φοιτητών του Π.Τ.Δ.Ε. Φλώρινας

Περίληψη

In this study we investigate students’ concepts of their professional identity as it is constructed in their teaching practice portfolios. In our research we adopt the epistemological perspective of the social construction of the subject and his/her identity and more specifically his/her discursive social construction. Teachers’ professional identity has multiple dimensions and it is studied under a holistic approach of identity. Research material is selected by students’ portfolios, while our sample consisted of 35 of them. The main research purpose is to explore which dimensions of the professional identity are constructed, which of them are the dominant ones and if they are combined or not. The dominant dimension appears to be teachers’ identity as education specialist while two identity aspects are revealed: the educator as a pedagogue and that of the reflective teacher. The analysis was conducted using the methodological approach of Critical Discourse Analysis by Normal Fairclough and Gunther Kress.