PROFESSIONAL IDENTITY COMPONENTS OF A DANCE TEACHER
DOI:
https://doi.org/10.17770/sie2018vol1.3347Keywords:
dance pedagogy, professional identity, professional identity modelAbstract
The concept of professional identity is considered and topical from the perspective of different occupations. The professional identity of the dance teacher has so far not been researched scientifically and there are no studies about this concept. The article focuses on the term “teachers professional identity” and the formation process of the dance teacher’s professional identity model, as well as the explanation of components of this model from a dance teachers point of view. The aim of this article is to create a professional identity model of the dance teacher by analyzing scientific literature and using professional experience. The professional activity of the dance teacher directly affects the students both physically and psychologically, therefore it is especially important to pay attention to the issues of dance teacher’s professional identity, even more if these questions are not discussed in the study process and there are no related instructions or materials that reveal the essence of the professional identity concept in the world of dance. In a relatively short period of time that students spend in dance classes, teachers must maximize the positive impact on their students. Considering many factors of influence - family, school, friends, social networks, hobbies, dance educator should strive to create an understanding of behavior, aesthetics, tastes, positive relationships in the group, discipline and many more. Explaining professional identity from a creative point of view leads to greater insight into one's profession, as well as to assess the quality of one’s professional work and achievements.References
Anspaks J. (2006). Mākslas pedagoģija.Metodoloģija, teorija, prakse. Raka, Rīga
Bosma, H. A., & Kunnen, S. E. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review, 21, 39–66.
Briška, I. (2011). Topošo skolotāju profesionālo vērtību veidošanās mākslinieciski radošā darbībā. Iegūts 2017.g 15. maijā no https://dspace.lu.lv/dspace/bitstream/handle/7/4590/16942-Ilze_Briska_2011.pdf?.
Coldron, J. and Smith R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies. (31)6, 711-726.
Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press.
Cooper, K., & Olson, M. R. (1996). The multiple &I's' of teacher identity. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak, Changing research and practice: Teachers+ professionalism, identities and knowledge (pp. 78}89). London: Falmer Press.
Coˆte´, J. E., & Levine, C. (1987). A formulation of Erikson’s theory of ego identity formation. Developmental Review, 7, 273–325.
Crocetti E., Rubini M., Meeus W. H. J. (2008). Capturing the dynamics of identity formation in various ethnic groups: development and validation of three-dimensional model. J. Adolesc. 31, 207–222. 10.1016/j.adolescence 2007.09.002
Day, C. (1999) Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press.
Beijaard D, Meijer P. C.,Verloop N. (2000) Teachers' perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education 16 749}764 Rīgs.
Eriksons E.H. (1998) Identitāte: jaunība un krīze. Jumava, Rīga.
Goodson, I.F., & Cole, A.L. (1994).Exploring the teacher's professional knowledge: constructing identity and community.Teacher Education Quarterly, 21(1), 85-105.
Gudjons Herberts (1998). Pedagoģijas pamtatziņas. Zvaigzne ABC, Rīga.
Kerby, A. (1991). Narrative and the self. Bloomington: Indiana University Press.
Kircher D, David A. (2003) The self in neuroscience and psychiatry. Cambridge: Dambridge University Press.
Knowles, J. G. (1992). Models for understanding pre-service and beginning teachers' biographies: Illustrations from case studies. In I. F. Goodson, Studying teachers+ lives (pp. 99}152). London: Routledge.
Luyckx K., Goossens L., Soenens B., Beyers W., Vansteenkiste M. (2005). Identity statuses based upon four rather than two identity dimensions: extending and refining Marcia's paradigm. J. Youth Adolesc. 34, 605–618 10.1007/s10964-005-8949-x
Luyckx, K., Schwartz, S. J., Berzonsky, M. D., Soenens, B., Vansteenkiste, M., Smits, I., & Goossens, L. (2008). Capturing ruminative exploration: Extending the four-dimensional model of identity formation in late adolescence. Journal of Research in Personality, 42, 58–82.
Marcia J. E. (1993). The Status of the statuses: Research review, in Ego Identity: A Handbook for Psychosocial Research, eds Marcia J. E., Waterman A. S., Matteson D. R., Archer S. L., Orlofsky J. L., editors. (New York, NY: Springer-Verlag; ), 22–41 10.1007/978-1-4613-8330-7_2
Nias, J. (1989). Teaching and the self. In M. L. Holly, & C. S. McLoughlin, Perspectives on teachers+ professional development (pp. 155}171). London: Falmer Press.
Omārova, S. (1994) Cilvēks runā ar cilvēku. Rīga: Kamene
Petere, A. (1994) Disertācija: Māksla kā pirmsskolas vecuma bērnu estētisko attieksmju veidotāja. Rīga; LU
Sollberger, D. (2013) On identity: from a philosophical point of view. Child Adolesc Psychiatry Ment Health. 2013 Jul 31;7(1):29. doi: 10.1186/1753-2000-7-29.
Students J.A. (1998) Vispārīgā paidagõģija:zinātne un māksla sevis un citu audzināšanā.II Daļa Raka, Rīga.
Svešvārdu vārdnīca (1999). Rīga: Jumava
Špona A. (2006). Audzināšanas process teorijā un praksē. Raka, Rīga.
Tickle, L. (1999). Teacher self-appraisal and appraisal of self. In R. P. Lipka, & T. M. Brinthaupt, The role of self in teacher development (pp. 121.141). New York: State University of New York Press.
Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first‐year chemistry teacher. Science Education, 82(3), 293-310
Zelmenis V. (2000). Pedagoģijas pamati. Raka. Rīga.
Никитин В.Ю. (2011) Мастерство хореографа в современном танце.- М.: Росийский университет театрального искусства - ГИТИС
Професиональная идентичность педагога:сравнительное международное исследование: коллективная монография под ред. Н.П.Сенченкова, А.П.Шпоны, Смоленск: Изд.-во СмолГУ, 2016
Downloads
Published
Issue
Section
How to Cite
