The Growth of the Personality of Future Teachers in the Study Year
Audrius Ivanauskas Vilniaus Kolegija, University of Appled Sciences, Saltoniskiu 58, Lt- 08105 Vilnius, Lithuania
Abstract
The presentation will discuss how the identity of future teachers is developing throughout the four years of study. The sample consisted of 304 students at the Lithuanian University of Educational Sciences studying pre-school and pre-school pedagogy, social pedagogy, music, arts, theater and film pedagogy, psychology (future psychology teachers), philology (German, English, French, Polish, Russian, Lithuanian), history, natural sciences (biology, geography), physical education. Subjects aged 18 to 45 years.
Students of Lithuanian University of Educational Sciences were researched in 2017-2018. Students in small groups filled out answer sheets on the EOMEIS-2, BFI, IOS scale and answered questions of a sociodemographic nature. The results showed the student's future teacher personality identity is more mature in ideology (religious beliefs, political views, profession choice, lifestyle) than in social (friendship, partner search, gender roles, leisure time). Evaluating the differences in future teacher personality identity scores between the four undergraduate years, the following trend emerges: first-to-third-year ideological domain immaturity status indicators decline, and attained identity states increase, social domain immaturity status indices increase, and not statistically significant differences in the status of the achieved identity. There is no difference in identity scores between third and fourth year students.