Η επαγγελματική ταυτότητα του/της εκπαιδευτή/τριας της σύγχρονης ευάλωτης ετερότητας: δομικά στοιχεία, διαμόρφωση και ιδιαιτερότητες

Abstract

The professional identity of teachers/educators, especially those who work with adult members of socially vulnerable groups, is a constantly evolving, active and ongoing process influenced by their personal and professional characteristics as well as the social, historical and cultural conditions in which they live. In Greece, there is no empirical data on how the professional identity of educators of socially vulnerable groups is formed and on its structural characteristics. In order to investigate the above, interviews were conducted with 12 educators and analyzed using the method of Thematic Analysis. The results showed that the professional identity of these educators is formed on the basis of four distinct components: (a) Motivation: educators are primarily motivated by their social interaction with their students and their intrinsic need to help them; (b) Self-efficacy beliefs: according to their reports, the characteristics that should be included in their professional identity are: acceptance and respect of social differences, empathy, flexibility, open communication with their students, and understanding of their educational and social needs; (c) Sense of responsibility towards students and society; and (d) Commitment to teaching. These findings are in line with similar international research on intercultural education and contemporary vulnerable diversity and can be used to generate new knowledge in the education of adults who are members on socially vulnerable groups and the design of specialized seminars and training programs.