| Abstract [eng] |
In this thesis, the process of becoming a teacher is considered as traditional and alternative training routes in the context of sociology of professions. The thesis is being brought up from several apsects: the emerging initiatives to improve the teacher training system; the lack of scientific research about teachers’ training; the inclusion of the effect of inclusive education and sustainable development goals into education and the effect of such agenda to teacher training programs. Due to the fields of power, influencing teacher training programs along with traditional teacher training programs, considered as alternative teacher training programs start to occur. Based on Pierre Bourdieu’s reflexive sociology outline, applied to the analysis of professional power relations, the thesis analyzes the influence of competing social agents in the teacher training field on the dispositions and positions of new teachers in the field of education. The object of the analysis is the process of becoming a teacher, internalization of structuring structures and social reproduction. In the first part of the thesis, the posibilities of researching of teacher occupation in sociology of professions are considered. In the second part of the thesis, the teacher training field is fragmentally reconstructed along with the presentation of the influence of the agendas imposed by the power fields. The resolutions of teacher training agents is illustrated in the reconstruction of fragmented teacher emanation in the education field based by 2018 OECD led research “TALIS”, of teacher and school supervisors. The third part of the thesis presents an empirical study of the case study “Renkuosi mokyti!”. The experiences of internalized new teachers reveal positions of the training institutions of the education field, the intersection of opposing ideology in the education field, the relation with other teacher training agents in the field. RM program provides a specific professional capital, allowing to recognize and question the orders of education field and obtain achievements not only in scholar but also wider education fields. In the end, the induction of other professional fields into education with the help of the program professionalizes the traditional and establishes the newly brought up teacher’s professionalization. The results of the research give assumptions to take up further studies on the teacher emanation in education fields and their professionalization. |
