Page 92 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 13, zvezek 27 / Year 13, Issue 27, 2017
P. 92
SBENOPEDAGOŠKI ZBORNIK, 27. zvezek
Steger, M. F., Pickering, N. K., Shin, J. Y., Dik, B. J. (2010). Calling in Work Secular or
Sacred? Journal of Career Assessment, 18 (1), 82–96.
Tickle, L. (1999). Teacher self-appraisal and appraisal of self. V R. P. Lipka & T. M.
Brinthaupt (ur.), The role of self in teacher development (str. 121–141). Albany, NY:
State University of New York Press.
Weber, M., Ruch, W. (2012). The role of a good character in 12-year-old school children:
Do 746 character strengths matter in the classroom? Child Indicated Research, 5,
317–334.
Wrzesniewski, A., McCauley, C. R., Rozin, P., Schwartz, B. (1997). Jobs, careers, and
callings: People’s relations to their work. Journal of Research in Personality, 31, 21–33.
Summary
Korthagen (2009) highlighted core qualities (personality virtues and experiencing a
profession as a calling) as a key building block of teacher professionalism. He stressed that
the profession of the teacher not only represents the sum of professional competences, but
is defined primarily by his core personality characteristics, which refer to the teacher’s
deeper personal beliefs, his strong emotional commitment and inner motivation for
pursuing his profession, percieving his profession as a callling, but also encompassing
ethical commitment. Personal virtues can be defined as positive attributes with a high
moral value that appear in the individual as existing qualities that arise naturally, give rise
to a sense of authenticity, are intrinsically motivating and invigorating for us, and with
these characteristics they increase the possibility of positive outcomes in different areas of
the individual of life (Linley, 2008; Peterson and Seligman, 2004). Peterson and Seligman
(2004) formulated the classification of 24 virtues, which fall under six basic virtues:
wisdom, humanity, courage, justice, moderation and transcendence. The professional
calling can be defined as work that has a great sense for the individual, which is in the basis
of an associative nature and often emerges as a result of internal or external calls (Dik and
Duffy, 2009; Duffy and Dik, 2013). Gradišek (2014) found that on the population of four
hundred and eight primary and secondary school teachers in Slovenia, the professional
calling in teachers was positively linked to all six personal virtues. It also turned out that
students were more satisfied with teachers who percieve their profession as a calling.
The aim of this paper was to shed light on the core characteristics of musical
pedagogue-character virtues and perciving their profession as a calling. The qualitative
research method was used. Thirtheen subjects (9 women and 4 men), from 23 to 80 years
old, who teach at various levels of educational vertical, participated in the study.
According to the principles of phenomenological methodology, we analyzed the
semi-structured interviews. When asking questions, we have derived from the
classification system proposed by Peterson and Seligmana (2004), which provides six key
character virtues (humanity, wisdom, justice, courage, moderation and transcendence).
The average time of interviewing was about 30 to 40 minutes. At the end of the qualitative
analyse we designed common themes.
92
Steger, M. F., Pickering, N. K., Shin, J. Y., Dik, B. J. (2010). Calling in Work Secular or
Sacred? Journal of Career Assessment, 18 (1), 82–96.
Tickle, L. (1999). Teacher self-appraisal and appraisal of self. V R. P. Lipka & T. M.
Brinthaupt (ur.), The role of self in teacher development (str. 121–141). Albany, NY:
State University of New York Press.
Weber, M., Ruch, W. (2012). The role of a good character in 12-year-old school children:
Do 746 character strengths matter in the classroom? Child Indicated Research, 5,
317–334.
Wrzesniewski, A., McCauley, C. R., Rozin, P., Schwartz, B. (1997). Jobs, careers, and
callings: People’s relations to their work. Journal of Research in Personality, 31, 21–33.
Summary
Korthagen (2009) highlighted core qualities (personality virtues and experiencing a
profession as a calling) as a key building block of teacher professionalism. He stressed that
the profession of the teacher not only represents the sum of professional competences, but
is defined primarily by his core personality characteristics, which refer to the teacher’s
deeper personal beliefs, his strong emotional commitment and inner motivation for
pursuing his profession, percieving his profession as a callling, but also encompassing
ethical commitment. Personal virtues can be defined as positive attributes with a high
moral value that appear in the individual as existing qualities that arise naturally, give rise
to a sense of authenticity, are intrinsically motivating and invigorating for us, and with
these characteristics they increase the possibility of positive outcomes in different areas of
the individual of life (Linley, 2008; Peterson and Seligman, 2004). Peterson and Seligman
(2004) formulated the classification of 24 virtues, which fall under six basic virtues:
wisdom, humanity, courage, justice, moderation and transcendence. The professional
calling can be defined as work that has a great sense for the individual, which is in the basis
of an associative nature and often emerges as a result of internal or external calls (Dik and
Duffy, 2009; Duffy and Dik, 2013). Gradišek (2014) found that on the population of four
hundred and eight primary and secondary school teachers in Slovenia, the professional
calling in teachers was positively linked to all six personal virtues. It also turned out that
students were more satisfied with teachers who percieve their profession as a calling.
The aim of this paper was to shed light on the core characteristics of musical
pedagogue-character virtues and perciving their profession as a calling. The qualitative
research method was used. Thirtheen subjects (9 women and 4 men), from 23 to 80 years
old, who teach at various levels of educational vertical, participated in the study.
According to the principles of phenomenological methodology, we analyzed the
semi-structured interviews. When asking questions, we have derived from the
classification system proposed by Peterson and Seligmana (2004), which provides six key
character virtues (humanity, wisdom, justice, courage, moderation and transcendence).
The average time of interviewing was about 30 to 40 minutes. At the end of the qualitative
analyse we designed common themes.
92
