The Ignatian Pedagogical Paradigm as a Critical Theoretical Framework to Enhance Teachers' Professional Identity in Diverse Context
Date of Graduation
Doctor of Education (Ed.D.)
School of Education
Organization & Leadership EdD
Several previous studies have revealed the need and necessity to enhance teachers’ perception of professional identity (PI) as it impacts their feeling of satisfaction and effectiveness in the classroom and their persistence in the profession (Moore & Hofman, 1988; Sanders et al., 1997; Hanushek, 2011). According to some scholars, teachers’ professional identity includes teachers’ understanding of themselves and the factors impacting their teaching (Beijaard et al., 2000; Sachs, 2005; Day, 2018). The danger is that if a teacher lacks self-knowledge, they may be influenced by unexamined beliefs, stereotypes, cultural myths, and, most importantly, fears that affect the ways they relate with and teach students (Stenberg, 2010). Therefore, educational research emphasized the need and the necessity to consider enhancing teachers’ professional identity to positively impact their inner lives and profession. The importance of professional identity development and critical reflection is particularly salient in countries like India that are deeply divided by religion, gender, ethnicity, caste, and geographic region. The purpose of this study was to investigate strategies to enhance teachers’ PI through Ignatian Pedagogical Paradigm (IPP) as a critical theoretical framework and to explore how practicing teachers in Jesuit schools in India reflect on their PI.
This qualitative study included five Ignatian Spirituality and Ignatian Pedagogical Paradigm experts from India. In addition, information was gathered through interviews from nine teachers from two schools and four former and present principals to know how teachers use praxis to develop their PI. The study explored teachers’ and principals’ views and experiences of faculty programs that supported and constrained teachers’ praxis.
The study results indicated that IPP has the potential to enrich teachers’ inner lives and their vocation. The experts suggested that social analysis programs can increase teachers’ ability to think and reflect on their context critically. The most important finding of the study was a need to help teachers practice daily examination of conscience, which would enable them to improve their critical reflective and evaluative skills and enhance their PI. Additionally, the Ignatian Spirituality experts indicated that knowledge of the life of St. Ignatius of Loyola would increase teachers’ understanding of the Ignatian Pedagogical Paradigm.
The study emphasized a significant role of schools’ leadership in organizing suitable programs to increase teachers’ critical reflection and evaluation skills and in encouraging teachers to grow in self-knowledge. The study concluded that school leadership should provide resources for teachers to continue to experience satisfaction and success in their profession. The data provided insights to implement some strategies to enrich teachers’ professional identity in Jesuit schools in India.
Mummadi, L. S. (2021). The Ignatian Pedagogical Paradigm as a Critical Theoretical Framework to Enhance Teachers' Professional Identity in Diverse Context. Retrieved from https://repository.usfca.edu/diss/616