Konceptualno in metodološko oblikovanje »globalne« identitete učitelja s pomočjo TALIS
Povzetek
Ta članek raziskuje oblikovanje »globalne« identitete učiteljev Organizacije za gospodarsko sodelovanje in razvoj (OECD) od uvedbe mednarodne raziskave o poučevanju in učenju (TALIS) leta 2008. Kritično preučujemo konceptualne okvire, povezane s TALIS, anketne vprašalnike in statistično podprte lestvice poklicnega odnosa učiteljev na mednarodni ravni. S teoretičnim, na izobraževanju temelječim uokvirjanjem didaktike in kurikularne pedagoške tradicije razpravljamo o konceptualni pristranskosti v konceptualnih okvirih TALIS in sociološko utemeljeni ideji TALIS kot pedagoškem pripomočku, ki se uporablja kot tehnologija za pridobivanje simbolne moči za oblikovanje učiteljev prihodnosti. Metodološko se opiramo na analizo dokumentov, preučujemo temeljne dokumente TALIS 2008, 2013 in 2018, da bi poudarili ideološko pogojeno konstrukcijo določenega modela učinkovitih učiteljev, in se sklicujemo na povezana tehnična poročila TALIS, da bi preučili vprašanja veljavnosti lestvic, ki so metodološko in statistično pogojena, da bi povečali robustnost rezultatov. V članku so opredeljene pristranskosti v OECD-jevi konstrukciji »globalne« identitete učitelja, ki se odražajo v konceptualnih okvirih in anketnih vprašanjih TALIS, ter so statistično utemeljene s povezanimi lestvicami.
Prenosi
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