The article presents the results of the international study of the professional identity of schoolteachers of Russia and Latvia. In the study, the six component model of the content of the teacher professional identity (TPI) is used. According to this model, in 2017, the questionnaire “School Teacher Professional Identity” was created and international survey organized, in which 437 schoolteachers from Latvia and the Smolensk region of Russia participated. The aim of this article is to analyze the data of the two national samples for the 6th component of TPI: “Professionally Determined Social Behavior”. This behavior is not connected with the implementation of direct professional duties, but corresponds to the philosophy of the profession: taking up the mission of educating community, active involvement in social life, participation in formulation and solution of social problems having pedagogical aspects and unselfish professional help to those who need it. To process the data, statistical methods were used. On the whole, items of the component received relatively high scores in both national samples. Certain differences in the data of Latvian and Russian teachers as well as urban and rural subgroups of both countries are observed. High dispersion of data shown in this component indicates that the professionally determined social behavior is the most acute and controversial aspect of TPI; therefore, the elaboration of optimal ways and tools to strengthen TPI should be based on an in-depth study of social behavior of schoolteachers.
Aykac, N., Yildirim, K., Yahya Altinkurt, Y., & Marsh, M.M.. (2017). Understanding the Underlying Factors Affecting the Perception of Pre-Service Teachers’ Teacher Identity: A New Instrument to Support Teacher Education. University Bulletin, 6 (1), 67-78.
Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering Research on Teachers’ Professional Identity. Teaching and Teacher Education, (20), 107-128.
Cappy, Ch. L. (2016). Shifting the future? Teachers as agents of social change in South African secondary schools, Education as Change, 20 (3), 119-140.
Carrillo, C., Baguley, M, & Vilar, M. (2015). The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators. International Journal of Music Education, 33 (4), 451-462.
Clandinin, D.J., & Huber, M. (2005). Shifting Stories to Live By: Interweaving the Personal and Professional in Teachers’ Lives. In: Beijaard D et al. (eds). Teacher Professional Development in Changing Conditions. Dordrecht: Springer Netherlands, 43-59.
Delima, V.T. (2015). Professional Identity, Professional Commitment and Teachers’ Performance. International Journal of Novel Research in Education and Learning, 2 (4), 1-12.
Emerson C.H. (2010). Counselor Professional Identity: Construction and Validation of the Counselor Professional Identity Measure. PhD thesis. Greensboro: The University of North Carolina.
Goodson, I. F., & Cole, A. L. (1994). Exploring the Teacher’s Professional Knowledge: Constructing Identity and Community. Teacher Education Quarterly, 21(1), 85-105.
Goodson, I.F. (2014). Investigating the Life and Work of Teachers. Eesti Haridusteaduste Ajakiri, 2 (2), 28-47.
Hsieh, B. (2015). The Importance of Orientation: Implications of Professional Identity on Classroom Practice and for Professional Learning. Teachers and Teaching: Theory and Practice, 21 (2), 178-190.
Ilyushin, L.S., & Azbel, A.A. (2017). The modern Russian teacher: Studying awareness with the use of the semi-structured interview. Psychology in Russia: State of the Art, 10 (1), 49-66.
Jermolajeva, J., Bogdanova, T. (2017). Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk. In International Scientific conference “Society. Integration. Education” (May 26-27, 2017) Proceedings, Rezekne: RTA, I, 197-207.
Jermolaeva, J., Bogdanova, T., Silchenkova, S. (2017). Human Resources in Higher Education in the Era of Globalization: Philosophy of the Profession in the Teacher’s Professional Identity. In Proceedings of the 17th International Scientific Conference “Globalization and Its Socio-Economic Consequences” (4th–5th October 2017). Rajecke Teplice: University of Zilina. Part II, 812-819.
Jermolajeva, J., Silchenkova, S. (2017). Professional Roles As the Structural Component of Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk. Economics and Culture, Vol. 14, Issue 2, 5-11.
Koutouzis, M., & Spyriadou, K. (2017). The Interaction between Professional and Social Identity of Greek Primary School Educators. International Journal of Education, 9(4), 190-209.
Medveckis, A. (2016). The reflection of pedagogue’s identity in the life activities: theoretical research model. In Society. Integration. Education. Proceedings of the International Scientific Conference, Rezekne: RTA, IV, 80-96.
Mikelsone, I., Odina, I., & Grigule, L. (2014). Conceptualizing the understanding of professional identity in teacher’s career. In Society. Integration. Education. Proceedings of the International Scientific Conference, Rezekne: RTA, I, 238-249.
Murphy, J.B. (2013). The Teacher as the Forlorn Hope of Modernity: MacIntyre on Education and Schooling. Revue internationale de philosophie, January 2013, 183-199.
Olsen, B. (2016). Teaching for Success: Developing Your Teacher Identity in Today’s Classroom. London, New York: Routledge.
Olsen, B., & Buchanan, R. (2017). “Everyone Wants You to Do Everything”: Investigating the Professional Identity Development of Teacher Educators. Teacher Education Quarterly, Winter 2017, 9-34.
Prytula, M., & Weiman, K. (2012). Collaborative professional development: An examination of changes in teacher identity through the professional learning community model. Journal of case studies in education, 3 (July 2012), 1-19.
Shpona, A., Vidnere, M., & Ermolaeva, E. (2015). Essence and Structure of Professional Identity of a Teacher. Izvestija Smolenskogo Gosudarstvennogo Universiteta, 1, 375-381.
Shpona, A., Senchenkov, N.P., Vidnere, M., Jermolajeva, J., Bogdanova, T.V., & Silchenkova, S.V. (2016). Professional identity of a teacher: A comparative international study. Collective monograph. Smolensk: Smolensk State University.
Spirina, A., & Bashina, O. (Ed.) (2012). General Theory of Statistics: Statistical Methodology in the Study of Commercial Activity. Moscow: Finance and Statistics.
Switala, E. (2016). Does civic and citizenship education at the turn of the twenty-first century cater to national, regional, and global citizenship? A Polish example. In: Kennedy, K.J, & Brunold, A (eds.) Regional Contexts and Citizenship Education in Asia and Europe, Oxford: Routledge, 39-52.
Tateo, L. (2012). What do You Mean by “Teacher”? Psychological Research on Teacher Professional Identity. Psicologia & Sociedade, 24 (2), 344-353.
Vangrieken, K., Meredith, C., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, (61), 47-59.
Voinea, M., & Palasan, T. (2014). Teachers’professional identity in the 21st century Romania. Procedia: Social and Behavioral Sciences, (128), 361-365.
Woo, H.R. (2013). Instrument construction and initial validation: professional identity scale in counseling. PhD thesis. Jowa: University of Iowa.