| dc.description.translatedabstract | This postgraduate dissertation deals with the issue of the modern teacher's self-awareness of his/her professional identity. It focuses on Level B teacher/instructors of Information Communication Technology (ICT), as research regarding their work is quite limited. It aims to explore the way in which Level B ICT teacher/instructors perceive their parallel role as educators of pupils and at the same time as trainers of their colleagues.
The theoretical part of the dissertation approaches the parameters that contribute to the formation of their professional identity. In the research part, the investigation focussed on their own evaluation and views on the degree of contribution, recognition and impact of their work on the effort of embedding ICT in everyday school practice. A quantitative survey using an electronic questionnaire was conducted on the members of the Level B teacher/instructor register and 103 questionnaires were collected via probability sampling.
From analysing the responses, common themes were identified from their parallel teaching activity. In addition, the analysis identified similarities and relative convergences of their dual role, as well as a relative lack of recognition of their work, which appears to be related to the wider educational culture. Finally, their conviction that their effort supports the overall attempt to integrate ICT into school was apparent.
The present study is expected to contribute to the understanding of the context in which the Level B ICT teaching/instructors work, with the aim of helping to create better training activities. It also helped to understand their perception of the social dimension of their profession. Because this way, is enriched the research for the new needs of their profession but also for the feasibility of the goals that each time the educational policy pursues. | el_GR |
