Απόψεις Τελειόφοιτων Φοιτητών Παιδαγωγικών Τμημάτων για την Επαγγελματική τους Ταυτότητα

Abstract

In this empirical research, we seek to explore teacher’s professional identity by investigating the views of undergraduate teacher-students’. The research was carried out in the two Departments of Education (i.e.: Pre-primary and Primary Education) at the University of Patras. Participants provided survey data by using anonymously filled-in questionnaires, which were distributed to undergraduate students at their fourth (final) year of studies. More specifically, we investigated undergraduate students’ perceptions on certain aspects of their professional identity, i.e.: the choice of their studies, factors which contributed to their choice, their practice at schools during undergraduate studies. The research findings of Cooper & Olson (1996) as well as Beijaard et al. (2000) were exploited in this study, based on the contemporary literature on the topic. Our research data revealed a convergence in the view of both groups of undergraduate students, and the majority of them were acquainted with basic issues of professional identity formation. They also found to comprehend the multiple factors that contribute to its formation as well as the complicated process of its lifelong formation.