The Professional Identity of Academic Teachers at the Poznań University of Economics and Business and Their Teaching Competence
DOI:
https://doi.org/10.18559/SOEP.2017.3.4Keywords:
Education of teachers, Identity, Vocational training, Teaching, Higher education, Teachers, Professional skills, Students, Employees competencies, DidacticsAbstract
The issue of teachers' professional identity is not new as it has been widely discussed in a number of scientific papers. However, it is still topical, given the changing social, cultural and economic reality and the resulting expectations of the university's various stakeholders. The aim of this paper is to discuss the professional identity of teachers with special attention given to their teaching competence, declared by research (scientific) and teaching experts. With regard to the goal adopted in the paper, we will discuss the classification of the professional roles of an academic teacher and we will attempt to describe aspects of their professional identity and attitudes of teachers concerning the tasks resulting from the roles they play. I also intend to identify the way in which areas of research and teaching influence each other and what teaching competence (reflected mainly in the declared approaches to teaching) the teachers who are research (scientific) experts have and what approach to designing and conducting classes with students the so-called teaching experts prefer. In order to accomplish the above goals, I will use the results of the survey carried out among academic teachers of the Poznań University of Economics and Business.
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