Characterisation of the professional identity of teachers of vocational and technical training in Senegal: an exploratory study

BABA DIÈYE DIAGNE, HÉLÈNE CHENEVAL-ARMAND

Abstract

This paper presents an approach to characterising the professional identity of technical vocational teachers based on psychosociological indicators. The indicators are based on the scientific literature and refer to the representation of colleagues and the profession to oneself and the representation of oneself as a person. A questionnaire survey was submitted to two groups of teachers with several years of service. The first group was made up of teachers with a professional degree. The second group consisted of contract teachers who teach without a professional diploma. This study shows the existence of several identity profiles of technical vocational training (TVET) teachers in Senegal.

Keywords

Professional identity, beliefs, representations, knowledge

Full Text:

PDF

References

Akerson, V. L., Pongsanon, K., Weiland, I. S., & Nargund-Joshi, V. (2014). Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher. International Journal of Science Education, 36(12), 2055‑2082. https://doi.org/10.1080/09500693.2014.890763

Allen, J., Park Rogers, M., & Borowski, R. (2016). “I am Out of My Comfort Zone”: Self-study of the Struggle of Adapting to the Professional Identity of a Teacher Educator. Studying Teacher Education, 12(3), 320‑332. https://doi.org/10.1080/17425964.2016.1228048

Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259‑275. https://doi.org/10.1177/1362168810365236

Berger, J.-L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network. SAGE Open, 8(1), 215824401775411. https://doi.org/10.1177/2158244017754119

Bjuland, R., Cestari, M. L., & Borgersen, H. E. (2012). Professional mathematics teacher identity: Analysis of reflective narratives from discourses and activities. Journal of Mathematics Teacher Education, 15(5), 405‑424. https://doi.org/10.1007/s10857-012-9216-1

Caine, R. N., & Caine, G. (1997). Education on the Edge of Possibility. Association for Supervision and Curriculum Development, 1250 N.

Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115‑132. https://doi.org/10.1007/s10212-011-0069-2

Cattonar, B., Draelants, H., & Dumay, X. (2007). Exploring the interplay between organizational and professional identity. 54. https://www.academia.edu/11544916/Exploring_the_interplay_between_organizational_and_professional_identity

Chong, S., Low, E. L., & Goh, K. C. (2011). Developing student teachers’ professional identities – An exploratory study. International Education Studies, 4(1), p30. https://doi.org/10.5539/ies.v4n1p30

Crahay, M., Marbaise, C., & Issaieva, E. (2013). What is teachers’ belief in the virtues of student retention founded on? Italian journal of educational research, 11, 75‑94.

Cumming, J., & Owen, C. (2001). Reforming Schools through Innovative Teaching. For full text: http://www. https://eric.ed.gov/?id=ED456268

Diagne, B. D. (2018). Étude du développement professionnel des enseignants de fabrication mécanique au Sénégal. Aix-Marseille & Cheikh Anta Diop de Dakar.

Fives, H., Lacatena, N., & Gerard, L. (2015). Teachers’ beliefs about teaching (and learning). In International Handbook of Research on Teachers’ Beliefs (1re éd.). Routledge. http://gen.lib.rus.e/book/index.php?md5=a59e2e3d2972bbc4b2610ee90c58fa33

Ghiglione, R., & Matalon, B. (1998). Les enquêtes sociologiques. Théories et pratiques (6 ème). Armand Colin.

Gohier, C., Anadón, M., Bouchard, Y., Charbonneau, B., & Chevrier, J. (2001). La construction identitaire de l’enseignant sur le plan professionnel : Un processus dynamique et interactif. Revue des sciences de l’éducation, 27(1), 3. https://doi.org/10.7202/000304ar

Gohier, C., Chevrier, J., & Anadón, M. (2007). Future Teachers’ Identity : Between an idealistic vision and a realistic view (Identité personnelle et professionnelle chez les futurs maîtres : Vision idéaliste ou regard réaliste ?). McGill Journal of Education / Revue Des Sciences de l’éducation de McGill, 42(1), Article 1. https://mje.mcgill.ca/article/view/974

Gohier, C., Jutras, F., & Desautels, L. (2007). Ethical issues of college teaching professionals. https://eduq.info/xmlui/handle/11515/21642

Haamer, A., Lepp, L., & Reva, E. (2012). The dynamics of professional identity of university teachers: Reflecting on the ideal university teacher. Studies for the Learning Society, 2(2‑3), 110‑120. https://doi.org/10.2478/v10240-012-0010-5

Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3‑18. https://doi.org/10.1080/02619760903457735

Lebart, L., & Saporta, G. (2014). Historical Elements of Correspondence Analysis and Multiple Correspondence Analysis. In Visualization et verbalization of data. (p. 31‑44). Taylor & Francis Group.

Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science Engineering and Education, 6, 33‑45. https://doi.org/10.5937/ijcrsee1802033M

Park, S., Henkin, A. B., & Egley, R. (2005). Teacher team commitment, teamwork and trust: Exploring associations. Journal of Educational Administration, 43(5), 462‑479. https://doi.org/10.1108/09578230510615233

Poom-Valickis, K., & Löfström, E. (2019). “Pupils should have respect for you, although I have no idea how to achieve this?”: The ideals and experiences shaping a teacher’s professional identity. Educational Studies, 45(2), 145‑162.

Pourtois, J.-P., & Desmet, H. (2007). Épistémologie et instrumentation en sciences humaines (3 ème édition Mardaga).

Ramos, R. C. (2006). Considerations on the role of teacher autonomy. Colombian Applied Linguistics Journal, 183‑202.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Handbook of Research on Teacher Education (Vol. 2, p. 102‑119).

Saporta, G. (2006). Probabilités, analyse des données et statistique (2ème édition revue et augmentée). TECHNIP, Paris.

Siwatu, K. O., Chesnut, S. R., Alejandro, A. Y., & Young, H. A. (2016). Examining Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy Doubts. The Teacher Educator, 51(4), 277‑296. https://doi.org/10.1080/08878730.2016.1192709

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64‑70. https://doi.org/10.1207/s15430421tip4102_2


DOI: https://doi.org/10.26220/rev.4166

View Counter: Abstract | 351 | times, and PDF | 126 | times



Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras