SOCIAL CONDITIONING OF PERCEPTIONS IN THE REFLECTIVE FIELD OF THE TEACHER
DOI:
https://doi.org/10.15547/tjs.2026.2.002Keywords:
pedagogical reflection, perceptions, professional identity, socialization, social positionAbstract
The article examines the social conditioning of perceptions in the reflective field of the pedagogical profession, focusing on the social factors that influence the way in which teachers make sense of their practice, professional identity and relationships. Based on the understanding that reflection is not just an individual cognitive act, but socially situated and structured, the analysis of how teachers' perceptions are shaped by the context of the educational system, cultural expectations, social background, professional socialization and institutional dynamics, is undertaken. Particular attention is paid to the interweaving of the components of the perceptual environment, which forms a complex network of influences on pedagogical orientation. By understanding conceptual-theoretical frameworks and contemporary research on pedagogical identity, it is shown that the reflective ability of the teacher is built and limited by his social position - at an intersection with intense emotional and symbolic load.
The study examines the reflexive field in which internally created images and socially constructed roles, models and representations interact. The emphasis is on socially conditioned cognitive schemes of perception and action that influence the ability for critical distance and professional autonomy. In this context, it reveals how social conditions function as a mechanism for adaptation or resistance to the dominant educational paradigm in the process of professional self-awareness and social interaction. These mechanisms are dynamic and related to the changing social environment, in which reflection is not simply a result, but a research perspective for continuous rethinking of pedagogical practice at both the individual and institutional levels.
References
Dewey, J., How We Think. D.C. Heath & Co., New York, USA, 1910. Project Gutenberg eBook, 2011.
Vasilev, V. Reflection in Knowledge, Self-Knowledge, and Practice; Makros: Plovdiv, 2006.
Mead, G. H. Mind, Self, and Society; The University of Chicago Press: Chicago, 2015. Digital edition republished by Digital Library of India, JaiGyan Collection. Retrieved from http://www.new.dli.ernet.in/handle/2015/275359
Berger, P. L.; Luckmann, T. The Social Construction of Reality: A Treatise in the Sociology of Knowledge; Penguin Books: London, 1966.
Giddens, A. Modernity and Self-Identity: Self and Society in the Late Modern Age; Polity Press: Cambridge, UK, July 1991; ISBN 978-0-8047-1944-5.
Ganeva, Z. Social Identities and Psychological Well-Being, 1st ed.; Valdex Ltd.: Sofia, 2010. ISBN 978-954-90789-9-2.
Tajfel, H.; Turner, J. C. The Social Identity Theory of Intergroup Behavior; Chapter I, 1986.
Bourdieu, P. In Lebaron, F.; Le Roux, B., Eds. La méthodologie de Pierre Bourdieu en action: Espace culturel, espace social et analyse des données; Dunod: Paris, 2015. ISBN 978-2-10-078195-3.
Bourdieu, P. Sociology of Social Space [Translated from French; general editor of the translation: N. A. Shmatko]; Institute of Experimental Sociology: Moscow; Aleteya Publishing: Saint Petersburg, 2007. ISBN 978-5-903354-05-4
Bourdieu, P. Socioanalysis [Russian translation]; Almanac of the Russian-French Center for Sociology and Philosophy, Institute of Sociology, Russian Academy of Sciences: Moscow; Aleteya: Saint Petersburg, 2001. ISBN 5-89329-462-9.
Bourdieu, P. Practical Reason: On the Theory of Action; Stanford University Press: Stanford, CA, 1998. ISBN 978 0 8047 3363 2.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
