Approaching Teaching as a Complex Emotional Experience: The Teacher Professional Development Stages Revisited

Villegas-Torres, Perla; Lengeling, M. Martha

doi:10.15446/profile.v23n2.89181

Cited by 3 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The key participants have on average more than 10 years and less than 16 years of experience (1:7; 1:11; 1:15; 1:17), as stated by research that indicates that teachers with more than 10 years of experience are qualified as outstanding, competent and knowledgeable of the subject (Lizasoain, 2021), coinciding with research where it is highlighted that experience is built over time and permanently (Achilie Valencia et al, 2020;Madueño & Márquez, 2020;Villegas-Torres & Lengeling, 2021). In addition, teachers face the new challenge of virtuality, where they bring out their identity (Gajardo-Asbún et al, 2020).…”

Section: Discussionmentioning

confidence: 91%

Unveiling the Professional Identity of University Educators: A Qualitative Study

Suyo-Vega,

Meneses-La-Riva,

Fernández-Bedoya

et al. 2024

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

The formation of a university professor's identity is a complex process, which begins with academic training and evolves through professional practice. This study explores the experiences that shape the identity of university teachers, focusing on personal, social and professional perspectives. Through the qualitative approach, using in-depth interviews with 10 participants with an average age of 50 years, the research revealed significant factors. It found a correlation between female gender and preference for teaching careers, as well as the substantial influence of parental guidance on career choice, driven by considerations of economic stability and familiar work environments. In terms of personal identity, the testimonies underscored the influential role of parental expectations in career decision making. Social identity was strongly influenced by family prestige and the broader social context. On the professional level, the research revealed that years of positive teaching experience contribute to the reinforcement of one's professional identity. However, it also highlighted the fluid nature of a university professor's teaching identity, subject to the fluctuations of positive and negative experiences encountered in daily practice. While these experiences can reinforce a sense of vocation and professional development, the lack of a cohesive teaching identity poses risks to the quality of educational services provided to students. Received: 7 September 2023 / Accepted: 23 April 2024 / Published: 5 May 2024

show abstract

Section: Discussionmentioning

confidence: 91%

Unveiling the Professional Identity of University Educators: A Qualitative Study

Suyo-Vega,

Meneses-La-Riva,

Fernández-Bedoya

et al. 2024

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

show abstract

“…Se decidió clasificar este rubro como tal, dado que se encontró un gran número de investigaciones con temas variados y temáticas muy particulares, las cuales sería imposible desglosar de manera individual. Dentro de estos temas se encuentran los relacionados con emociones (Crawford et al, 2016;Santos, 2020;Stock, 2018Stock, , 2019Villegas-Torres y Lengeling, 2021), comprensión oral (García-Ponce, 2017a, 2017bGarcía-Ponce y Tagg, 2020;García Ponce, 2012;Montes Hernández, 2014;Rubio Zenil, 2012;Rubio Zenil y Lengeling, 2014), uso de las malas palabras (López Miranda y Montes Hernández, 2017Montes Hernández y López Miranda, 2017), exámenes (Figueroa Morales, 2019;, adquisición de segundas lenguas (Aviles Hernandez, 2017Montes Hernández y Hernández Morales, 2018b;Peña Chan, 2021;Vanegas Urióstegui, 2017; Wilson y Lengeling, 2021), entre otras.…”

Section: Del Contenido De Los Trabajosunclassified

Las investigaciones sobre la enseñanza y el aprendizaje de las lenguas extranjeras en México (2012-2021)

Romero¹,

Cruz²,

Roux³

et al. 2022

View full text Add to dashboard Cite

En esta obra se expone y analiza el estado del conocimiento del campo de las investigaciones sobre la enseñanza y el aprendizaje de las lenguas extranjeras en México del período 2012-2021: su producción, autores, rasgos contextuales y problemáticas más sobresalientes, hallazgos centrales, evolución y tendencias tanto a nivel nacional como por entidades federativas, así como la metodología seguida en su elaboración. En su realización participaron cerca de 150 investigadores e investigadoras de 28 estados del país adscritos a 34 instituciones de educación superior, quienes en conjunto recolectaron y analizaron 879 trabajos. Dada la cobertura y profundidad lograda mediante la colaboración de este nutrido número de investigadores, el libro se configura como una lectura ampliamente recomendada para los especialistas en la enseñanza y el aprendizaje de las lenguas extranjeras; para los estudiantes de licenciatura y posgrado que se forman para desempeñarse en dicho campo y para los tomadores de decisiones responsables de la formulación de políticas y programas relacionados con el mismo. De igual manera, se espera que la información que aquí se expone aporte elementos útiles y confiables y contribuya a la toma de decisiones de directivos, maestros, formadores de maestros y padres de familia en torno a una diversidad de asuntos relacionados con la enseñanza y el aprendizaje de las lenguas extranjeras, de forma tal que coadyuve a que dicha enseñanza sea más acorde a las necesidades y características de los alumnos mexicanos.

show abstract

Teacher Agency of Novice Teachers: A Scoping Review

Höl

2024

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Global policies, accountability standards, and various challenges in education around the world have a negative impact on the professional lives of novice teachers. Teacher agency has gained attention as a popular topic that offers different, new perspectives for teachers' professional development and efforts to improve the quality of education. The present study aims to examines the agency of novice teachers. For this purpose, the distribution of the compiled studies by years, countries, research method, sample size, experience level, and subject was examined. It also examined the barriers to novice teachers' agency and the findings of studies focusing on novice teacher agency. In order to identify the relevant peer-reviewed studies in the literature for scoping, research was conducted in the Web of Science, ERIC, Scopus, PsychINFO, and MEDLINE databases. The studies obtained from the databases were accessed in 53 studies using PRISMA research methodology. The study was prepared according to the stages of the scoping review methodology created by Hilary Arksey and Lisa O'Malley. As a result, the conditions affecting the agency of novice teachers were evaluated from teacher education, school context, and policy perspectives, and recommendations were made to researchers, teacher educators, and policymakers.

show abstract

Approaching Teaching as a Complex Emotional Experience: The Teacher Professional Development Stages Revisited

Cited by 3 publications

References 14 publications

Unveiling the Professional Identity of University Educators: A Qualitative Study

Unveiling the Professional Identity of University Educators: A Qualitative Study

Las investigaciones sobre la enseñanza y el aprendizaje de las lenguas extranjeras en México (2012-2021)

Teacher Agency of Novice Teachers: A Scoping Review

Contact Info

Product

Resources

About