THE IMPACT OF FOCUSING STUDENTS' ATTENTION ON THEMSELVES AS FUTURE PROFESSIONALS ON THEIR PROFESSIONAL CALLING
DOI:
https://doi.org/10.17770/sie2017vol1.2328Keywords:
professional calling, professional self-awareness, focusing attention, higher educationAbstract
Researchers express ideas about the relationship between focusing students' attention on themselves as future professionals during their studies and students' professional calling. However, empirical evidence on this relationship is still lacking. The research aimed to answer the question: "What is the impact of focusing students' attention on themselves as future professionals on their professional calling?" In order to answer this question the quasi-experiment with the non-equivalent comparison group without the pre-test design has been carried out. The quasi-experimental programme was implemented in the experimental group of 31 student of the social pedagogy study programme of Klaipėda University in 2009-2014. The control group consisted of 79 students from three other Lithuanian universities. The final measurement was carried out in the control and experimental groups on May-June, 2014. The results argue that focusing students' attention on themselves as future professionals during their studies has an impact on their professional calling.Downloads
References
Altinay, Z., & Altinay, F. (2012). An evaluation of school experience courses: The development of observation and reflection competences of prospective teachers. Procedia - Social and Behavioral Sciences, 55, 87–93.
Barry, P., & O'Callaghan, C. (2008). Reflexive journal writing. Nordic Journal of Music Therapy, 17 (1), 55–66.
Bubnys, R. (2012). Reflektyvaus mokymo(si) metodų diegimo aukštojoje mokykloje metodika: refleksija kaip besimokančiųjų asmeninės ir profesinės raidos didaktinis metodas. Šiauliai: Šiaulių valstybinė kolegija.
Chang-Kredl, S., & Kingsley, S. (2014). Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, 27–36.
Danilevičius, E. (2013). Profesinio pašaukimo identifikavimo kompetencijos ugdymas – asmenybės tiesos apie save pažinimo prielaida. LOGOS, 76, 91-100.
Dik, B. J., Duffy, R. D., & Eldridge, B. (2009). Calling and vocation in career counseling: Recommendations for promoting meaningful work. Professional Psychology: Research and Practice, 40, 625–632.
Dik, B. J., & Steger, M. F. (2008). Randomized trial of a calling-infused career workshop incorporating counselor self-disclosure. Journal of Vocational Behavior, 35(2), 203–211.
Dobrow, S., & Tosti-Kharas, J. (2011). Calling: The development of a scale measure. Personnel Psychology, 64, 1001–1049.
Duffy, R. D., Allan, B. A., & Bott, E. M. (2012). Calling and life satisfaction among undergraduate students: Investigating mediators and moderators. Journal of Happiness Studies, 13, 469–479.
Duffy, R. D., Allan, B. A., & Dik, B. J. (2011). The presence of a calling and academic satisfaction: Examining potential mediators. Journal of Vocational Behavior, 79, 74-80.
Duffy, R. D., & Dik, B. J. (2013). Research on calling: What have we learned and where are we going? Journal of Vocational Behavior, 83, 428-436.
Duffy, R. D., & Sedlacek, W. E. (2007). The presence of and search for a calling: Connections to career development. Journal of Vocational Behavior, 70, 590-601.
Duffy, R. D., & Sedlacek, W. E. (2010). The salience of a career calling among college students: Exploring group differences and links to religiousness, life meaning, and life satisfaction. The Career Development Quarterly, 59(1), 27–41.
Ivanauskienė, V., & Liobikienė, N. (2005). Socialinio darbo studentų savirefleksijos gebėjimų ugdymas teoriniuose kursuose. Socialinis darbas, Nr.4(1), 118–121.
Elangovan, A. R., Pinder, C. C., & McLean, M. (2010). Callings and organizational behavior. Journal of Vocational Behavior, 76, 428–440.
French, J. R., & Domene, J. F. (2010). Sense of "calling": An organizing principle for the lives and values of young women in university. Canadian Journal of Counselling & Psychotherapy, 44, 1-14.
Furlong, C. (2013). The teacher I wish to be: Exploring the influence of life histories on student teacher idealized identities. European Journal of Teacher Education, 36, 68–83.
Green, J. L., Camilli, G., & Elmore, P. B. (2006). Handbook of Complementary Methods in Education Research. New York: Routledge.
Haggarty, L., & Postlethwaite, K. (2012). An exploration of changes in thinking in the transition from student teacher to newly qualified teacher. Research Papers in Education, 27, 241–262.
Hagmaier, T., & Abele, A. E. (2012). The multidimensionality of calling: Conceptualisation, measurement and a bicultural perspective. Journal of Vocational Behavior, 81, 39-51.
Hall, D. T., & Chandler, D. E. (2005). Psychological success: When the career is a calling. Journal of Organizational Behavior, 26, 155-176.
Hirschi, A. (2012). Callings and work engagement: Moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy. Journal of Counselling Psychology, 59(3), 479-485.
Hirschi, A., & Herrmann, A. (2012). Vocational identity achievement as a mediator of presence of calling and life satisfaction. Journal of Career Assessment, 20(3), 309–321.
Hirschi, A., & Herrmann, A. (2013). Calling and career preparation: Investigating developmental patterns and temporal precedence. Journal of Vocational Behavior, 83(1), 51–60.
Hunter, I., Dik, B. J., & Banning, J. H. (2010). College students' perceptions of calling in work and life: A qualitative analysis. Journal of Vocational Behavior, 76, 178–186.
Kavaliauskienė, V. (2001). Pedagoginis pašaukimas ir jo ugdymas. Klaipėda: Klaipėdos universiteto leidykla.
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21, 995–1006.
Kelchtermans, G., & Vandenberghe, R. (1994). Teachers’ professional development: A biographical perspective. Journal of Curriculum Studies, 26, 45–62.
Polonsky, K. (2011). Diary writing and creativity: A qualitative case study of self-consciousness. Leading Undergraduate Work in English Studies, 3, 327–341.
Praskova, A., Hood, M., & Creed, P. A. (2014). Testing a Calling Model of Psychological Career Success in Australian Young Adults: A Longitudinal Study. Journal of Vocational Behavior, 85, 125-135.
Roberts, L. M., & Creary, S. J. (2012). Positive identity construction: Insights from classical and contemporary theoretical perspectives. In Cameron, K. S., Spreitzer, G. M. (eds). The Oxford handbook of positive organizational scholarship. New York: Oxford University Press.
Rusche, S. N., & Jason, K. (2011). "You have to absorb yourself in it": Using inquiry and reflection to promote student learning and self-knowledge. Teaching Sociology, 39(4), 338–353.
Rupšienė, L., Rutkienė, A. (2016). Edukacinis eksperimentas. Klaipėda: Klaipėdos u-to leidykla.
Saveljeva, R. (2016). Studentų profeinio pašaukimo ugdymas plėtojant profesinę svimonę (socialinės pedagogikos studijų programos atvejis) (Doctoral dissertation thesis). Klaipėda university, Klaipėda.
Saveljeva R., & Rupšienė L. (2016). The impact of providing feedback to students as future professionals on their professional calling. Social Welfare, 2(6), 74-87.
Saveljeva, R., Petružienė, S., & Braslauskienė, R. (2011). Socialinių pedagogų rengimo kokybės gerinimas plėtojant studijuojančiųjų profesinį pašaukimą ir karjeros viziją. Tiltai, 3(56), 125-135.
Sikes, P., & Everington, J. (2001). Becoming an RE teacher: A life history approach. British Journal of Religious Education, 24(1), 8–19.
Steger, M. F., Pickering, N. K., Shin, J. Y., Dik, B. J. (2010). Calling in Work. Secular or Sacred? Journal of Career Assessment, 18(1), 82-96.
Wolf, S. A., Ballentine, D., & Hill, L. A. (2000). "Only connect!" Cross-cultural connections in the reading lives of preservice teachers and children. Journal of Literacy Research, 32, 533–569.
Woitowicz, L. A., & Domene, J. F. (2013). Relationships between calling and academic motivation in postsecondary students. Canadian Journal of Counselling and Psychotherapy, 47(4), 460–479.
Wrzesniewski, A. (2012). Callings. In K. S. Cameron, G. M. Spreitzer (Eds.), The Oxford handbook of positive organizational scholarship (pp. 45-55). Oxford, UK: Oxford University Press.
