Abstract
Dr. paed., Instituteof Educational Sciences, University of Latvia, Latvia. E-mail: iveta.kestere@lu.lv Address: Laimdotas 37, Rīga LV1006, Latvia Phone +371 29496660; +32 473 63 37 98PhD, Graduate School of Education, North West University, South Africa. E-mail: Charl.Wolhuter@nwu.ac.za Address: North-West University, Private Bag X 6001, Potchefstroom 2520, South AfricaPhD, Educational Sciences Department, Yeditepe University, Turkey. E-mail: ricardolozanov@gmail.comStraipsnyje „Vizualinis mokytojo įvaizdis: lyginamasis tyrimas“ pateikiami tyrimo, atlikto dešimtyje šalių – Anglijoje, Pietų Afrikoje, Serbijoje, Slovėnijoje, Graikijoje, Bulgarijoje, Latvijoje, Turkijoje, Pakistane ir Meksikoje – rezultatai. Maždaug po 100 penkiolikos metų mokinių ir 50 mokytojų kiekvienoje tyrime dalyvaujančioje šalyje buvo prašoma nupiešti ar aprašyti tipinį mokytoją, apibūdinant jo lytį, amžių, išvaizdą, kalbą, laikyseną, elgesį ir kt. Respondentų atsakymai buvo analizuojami naudojant bendrą metodologiją. 1 053 mokinių ir 408 mokytojų piešinių ir atsakymų raštu analizė leido išryškinti mokytojų ir mokinių tipinio mokytojo įsivaizdavimo panašumus ir skirtumus, taip pat atskleidė atsakymų skirtingose šalyse įvairovę. Papildomai tyrimo metu išryškėjo, kaip įsivaizduojamas ne tik tipinis, bet ir „idealus“, taip pat „geras“ ir „blogas“ mokytojas.
Highlights
One of the problems noted around the world is how to attract bright and enthusiastic young people to the teaching profession
While teacher education programmes are highly sought in a few countries, such as Singapore, in many countries teacher education represents a default option or the last resort for those not selected for other fields of study such as law or medicine
First personal impressions of teachers occur in the education process where teacher image-building takes place during social interactions; they emerge from the mutual act of teaching and learning (Fischer, Kiefer, 2001, p. 103)
Summary
One of the problems noted around the world is how to attract bright and enthusiastic young people to the teaching profession. The societal status of the teaching profession is largely responsible for developing an interest in youth to become teachers and is affected by several factors: the professional group’s social background, training, legal position, salary, and the degree of control over the profession First personal impressions of teachers occur in the education process where teacher image-building takes place during social interactions; they emerge from the mutual act of teaching and learning It is important to the prestige of the teaching profession, that the image circulating in society is positive and supports society’s needs and desires We are convinced that this is of interest to researchers in all nations that prepare teachers for the future
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