Univerzita PardubiceFakulta filozofická

Univerzita Pardubice

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Publikace detail

Professional self-concept of student teachers: its development through reflective writing

Autoři: Spilková Vladimíra

Rok: 2025

Druh publikace: ostatní - přednáška nebo poster

Strana od-do: nestránkováno

Tituly:

Jazyk	Název	Abstrakt	Klíčová slova
eng	Professional self-concept of student teachers: its development through reflective writing	This paper discusses new challenges for pre-service teacher education connected with the changing conception of the teaching profession in the Czech Republic. Special attention is paid to some innovative conception (implementation of socio-constructivist approaches, conception of clinically based practice and research based teacher education). The aim of this paper is to present the results of research study focused on exploring the influence of reflective writing on the professional development of student teachers, especially on the formation of their professional self-concept. The primary objective of the research was to investigate the professional self-concept of prospective teachers and to identify the factors that shape this professional self-concept. A qualitative research design, employing an inductive analysis of essays written by student teachers was utilized to address the research questions.The analysis of the essays provided insights into the inner world of the students, shedding light on their perceptions of the teaching profession, the values they uphold, their opinions, attitudes, and professional beliefs they possess, as well as their personal motivations for pursuing teaching and the reasoning behind their career choices. Among the five categories, the categories of 'self and conceptions of teaching' and 'self and attitudes toward the profession' were the most prominent. The majority of statements revolved around the students' envisioned selves in the future and the type of teacher they aspire to be or wish to avoid becoming („Wanted/ Unwanted Selves“).The research data are discussed and interpreted within the framework of a comparative analysis in the context of both national and international research. The role of positive and negative emotions in shaping the professional self-concept is explored, along with its implications for the training of future teachers. Furthermore, attention is directed towards variations in reflective and self-reflectiv	teacher education; professional self-concept; reflective writing