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Psycho-Pedagogical and Socio-Cultural Conditions for Developing Professional Commitment and Satisfaction of Dance Teachers


Author: Perlshtein Talia
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2016
Institution: Moldova State University

Status

The thesis was presented on the 26 August, 2016
Approved by NCAA on the 15 November, 2016

Abstract

Adobe PDF document – 1.42 Mb / in romanian
Adobe PDF document – 1.48 Mb / in english

Thesis

CZU 37.016.046:793.3 (043.2)

Adobe PDF document 3.34 Mb / in romanian
199 pages

Keywords

dance, education, professor of choreography, religious instruction, commitment and job satisfaction predictor questionnaire reflection collaborative intervention program, workshop inductive rookie teache

Summary

Thesis Structure: introduction, 3 chapters, general conclusions and recommendations, bibliography (232 sources), 151 pages of the basic text, 4 tables, 18 figures, 12 appendix, annotation (in Romanian, Russian and English), the list of abbreviations. The obtained results are published in 6 scientific works, 1 paper at international conference.

The field of the research: General Theory of Education.

The goal of the research: Identification and valorification of the pedagogical and social-cultural conditions for developing the professional commitment and satisfaction of dance teachers In Israel.

The objectives of the research: analysis of theoretical approaches to the concepts of professional commitment and satisfaction; examination of the social-cultural and pedagogical aspects as predictors of the professional commitment and satisfaction of the dance teachers; constructing a research tool for examining the perceptions of observant dance teachers; identification of the aspects contributing to professional commitment and satisfaction of dance teachers; designing a model for developing professional commitment and satisfaction; experimental validation of a model for developing professional commitment and satisfaction.

Objectives of the research: analysis of theoretical approaches of profesional commitment and satisfaction of dance teachers; analysis of sociocultural and educational aspects as predictors for professional commitment and satisfaction of dance teachers; identification of the pedagogical, psychological and sociocultural conditions for developing professional commitment and satisfaction; drafting of a sociocultural and pedagogical Model for developing professional commitment and satisfaction of dance teachers. experimental validation of the sociocultural and pedagogical Model for developing professional commitment and satisfaction of dance teachers.

The scientific novelty and the originality of the research: identification and fundamenting of the the socio-cultural conditions for developing professional commitment and satisfaction of dance teachers: peculiarities and characteristics of the national religious community; the suport from the socialization agents; motivations for choosing the profession; the phenomenon of professional drop-out; Identification and valorification of the pedagogical conditions of developing professional commitment and satisfaction of dance teachers; pedagogical and methodological instruments of educational intervention, the potential and the status of the art of dance, predictors for professional commitment and satisfaction; designing a pedagogical and socio-cultural model of developing professional commitment and satisfaction of dance teachers structured on two interconnected dimensions-socio-cultural and educational, based on a spec-trum of components with specific status and functions; designing a methodology for developing professional commitment and satisfaction D.C.R.C. (Designated workshop, Collaborative Reflecti-on, Counselor), based on three key-elements: designated workshop, collaborative reflection, and professional counselling.

The solved scientific issue lies in diminishing the disparity between the existing and the expected level of professional commitment and satisfaction of dance teachers as a result of the implementation of the sociocultural and pedagogical Model, focused on the principle of uniqueness and universality of this phenomenon, applied by means of implementing a designated workshop, using collaborative reflection, professional counselling and training for the career in the pedagogical profession.

The theoretical significance of the research: 1. Conceptualization of developing professional commitment and satisfaction of dance teachers: career guidance from a triple perspective: extrinsic, intrinsic and altruistic; promoting universality and uniqueness; multiaspectual valorification of motivation for the teaching profession in the field of dance: the artistic and the aesthetic aspect, the social and cultural aspect, the educational and personal aspect; establishing psychological and educational connections between the perception of professional commitment and satisfaction of dance teachers and problems related to dance instruction in educational institutions; identification of socio-cultural and pedagogical conditions of professional commitment and satisfaction of dance teachers. 2. Theoretical modelling of developing professional commitment and satisfaction of dance teachers based on: valorification of the socio-cultural and educational dimensions; valorification of universality and uniqueness of the phenomenon of professional commitment and satisfaction; valorification of the motivational, ecological and cognitive clusters. 3. Fundamenting a methodological scale of developing professional commitment and satisfaction of dance teachers by: implementing a designated workshop, by using collaborative reflection and professional counselor from the perspective of career guidance. 4. Defining the concept of predictors for professional commitment and satisfaction: the motivational group, the ecological group, the cognitive group.

Practical value of the research: enriching the basis of knowledge and insights of educational policy makers in the religious general education, which will contribute to the discussion when examining the importance of integrating dance as a teaching subject at the schools; cultivating the teacher population on the aspects of the study contributing to professional commitment and satisfaction, both in teaching institutes and as part of advanced studies conducted by the Ministry of Education; adapting and improving training programs for teaching students at the higher education institutes in accordance with the findings of the study predicting professional commitment and satisfaction; conducting induction workshops based on the D.C.R.C. (Designated workshop, Collaborative Reflection, Counselor) model, participated by inductee teachers from one discipline, using the collaborative reflection approach and counseled by an expert counselor from that discipline; conducting a continued study to the current study and examining the degree of use made by the participants of collaborative reflection to improve their teaching; Conducting further research examining the contribution of the model to other disciplines; conducting further study comparing the perceptions of non-observant dance teachers with the teacher population of the current study.