Constance of teachers’ beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical research
This article is an empirical article. The aim of the study was to compare teachers’ opinions on fulfilling their professional roles in the changing school over the last two decades. The exploration was carried out so as to provide the answer to the research question: Are there any differences, and i...
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| Format: | Article |
| Language: | English |
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Maria Curie-Skłodowska University, Lublin, Poland
2020-12-01
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| Series: | Lubelski Rocznik Pedagogiczny |
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| Online Access: | https://journals.umcs.pl/lrp/article/view/10778 |
| _version_ | 1811337089937047552 |
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| author | Agata Popławska |
| author_facet | Agata Popławska |
| author_sort | Agata Popławska |
| collection | DOAJ |
| description | This article is an empirical article. The aim of the study was to compare teachers’ opinions on fulfilling their professional roles in the changing school over the last two decades. The exploration was carried out so as to provide the answer to the research question: Are there any differences, and if so, what differences are there, in teachers’ beliefs concerning the fulfillment of their professional roles, after successive changes introduced in school in the years 1998, 2009 and 2019? In the longitudinal comparison strategy, the survey method was used, and the research instrument was an original survey questionnaire prepared by Agata Popławska. The obtained results show that within the last two decades, teachers’ beliefs concerning themselves and their teaching practice have not changed. Their self-evaluation of autonomously carrying out the didactic and educational process has been quite high throughout this time. However, in each period (1998, 2009, 2019), only one-third of the respondents declared they were modernizing their didactic and educational activity. The paradox of the situation is that externally stimulated changes resulting from the introduction of successive educational reforms did not significantly translate into a change in teachers’ functioning. |
| first_indexed | 2024-04-13T17:49:55Z |
| format | Article |
| id | doaj.art-84783aa57fbe488eb642045267cc8e06 |
| institution | Directory Open Access Journal |
| issn | 0137-6136 |
| language | English |
| last_indexed | 2024-04-13T17:49:55Z |
| publishDate | 2020-12-01 |
| publisher | Maria Curie-Skłodowska University, Lublin, Poland |
| record_format | Article |
| series | Lubelski Rocznik Pedagogiczny |
| spelling | doaj.art-84783aa57fbe488eb642045267cc8e062022-12-22T02:36:46ZengMaria Curie-Skłodowska University, Lublin, PolandLubelski Rocznik Pedagogiczny0137-61362020-12-013948910410.17951/lrp.2020.39.4.89-1047896Constance of teachers’ beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical researchAgata Popławska0Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie, Wydział Nauk Społecznych, Instytut Pedagogiki Przedszkolnej i SzkolnejThis article is an empirical article. The aim of the study was to compare teachers’ opinions on fulfilling their professional roles in the changing school over the last two decades. The exploration was carried out so as to provide the answer to the research question: Are there any differences, and if so, what differences are there, in teachers’ beliefs concerning the fulfillment of their professional roles, after successive changes introduced in school in the years 1998, 2009 and 2019? In the longitudinal comparison strategy, the survey method was used, and the research instrument was an original survey questionnaire prepared by Agata Popławska. The obtained results show that within the last two decades, teachers’ beliefs concerning themselves and their teaching practice have not changed. Their self-evaluation of autonomously carrying out the didactic and educational process has been quite high throughout this time. However, in each period (1998, 2009, 2019), only one-third of the respondents declared they were modernizing their didactic and educational activity. The paradox of the situation is that externally stimulated changes resulting from the introduction of successive educational reforms did not significantly translate into a change in teachers’ functioning.https://journals.umcs.pl/lrp/article/view/10778edukacja, nauczyciel, oczekiwania, powinności, rola zawodowa, szkoła, zmiana |
| spellingShingle | Agata Popławska Constance of teachers’ beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical research Lubelski Rocznik Pedagogiczny edukacja, nauczyciel, oczekiwania, powinności, rola zawodowa, szkoła, zmiana |
| title | Constance of teachers’ beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical research |
| title_full | Constance of teachers’ beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical research |
| title_fullStr | Constance of teachers’ beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical research |
| title_full_unstemmed | Constance of teachers’ beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical research |
| title_short | Constance of teachers’ beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical research |
| title_sort | constance of teachers beliefs concerning the fulfillment of their professional roles in the changing school in light of empirical research |
| topic | edukacja, nauczyciel, oczekiwania, powinności, rola zawodowa, szkoła, zmiana |
| url | https://journals.umcs.pl/lrp/article/view/10778 |
| work_keys_str_mv | AT agatapopławska constanceofteachersbeliefsconcerningthefulfillmentoftheirprofessionalrolesinthechangingschoolinlightofempiricalresearch |