Teacher educators’ task perception and its relationship to professional identity and teaching practice

Richter, Eric; Brunner, Martin; Richter, Dirk

doi:10.1016/j.tate.2021.103303

Cited by 79 publications

(88 citation statements)

References 32 publications

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“…De otro lado, Richter et al (2021) evidenciaron, al estudiar a un grupo de π formadores del profesorado, que estos se podían clasificar en dos grupos asociados a su identidad profesional: transmisores o facilitadores, siendo estos últimos los que utilizaban mayores recursos emocionales para la enseñanza, apostaban de manera positiva por el aprendizaje y presentaban mayor sensación de autoeficacia y satisfacción laboral. La identidad profesional docente es heterogénea, dinámica y se establece a partir de experiencias emocionales intrapersonales e interpersonales, muchas de ellas en el aula de clase y en distintos contextos (Buitrago-Bonilla & Cárdenas-Soler, 2017).…”

Section: Autoimagen Autoconcepto Y Autoestima Del Profesoradounclassified

Autoimagen, Autoconcepto y Autoestima, Perspectivas Emocionales para el Contexto Escolar

Bonilla

Salcedo

2021

rev.educien

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El artículo aborda algunos aspectos del ámbito intrapersonal en el contexto escolar, para ello, se plantean tres apartados: Inteligencia Emocional [IE] en el contexto escolar, en el que se hace explicita la importancia de la IE para las personas, en este caso, para el profesorado, el alumnado y las demás personas que intervienen y hacen parte de los procesos educativos, además, se resalta que la escuela es fundamental para su expresión, interacción y desarrollo; Autoimagen, Autoconcepto y Autoestima, aspectos fundamentales para el aprendizaje, plantea elementos importantes respecto a la incidencia de estas tres dimensiones para los procesos de aprendizaje y desarrollo del pensamiento, los cuales se fundamentan, en gran medida, en las relaciones interpersonales; Autoimagen, Autoconcepto y Autoestima del profesorado, dedicado a resaltar la relevancia de este ámbito intrapersonal para el bienestar personal, laboral y social del profesorado y para el éxito escolar. Por último se concluye con una reflexión final, en donde se señala la relevancia de abordar el desarrollo de habilidades socioemocionales tanto en la escuela como en la formación del profesorado.

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Section: Autoimagen Autoconcepto Y Autoestima Del Profesoradounclassified

Autoimagen, Autoconcepto y Autoestima, Perspectivas Emocionales para el Contexto Escolar

Bonilla

Salcedo

2021

rev.educien

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“…As we noticed student fatigue and extended grace to students, we also began to notice our own fatigue and the need to extend grace to ourselves. We experienced a need for resources and support to deal with our questions of what it means to be a teacher of teachers in this new context of hyflex learning and teaching during and post pandemic (Richter, Brunner, Richter, 2021).…”

Section: Amymentioning

confidence: 99%

Rediscovering Ourselves as Educators: An Exploration of Our Own Teaching Practices during a Global Pandemic

Spiker

Frahm

2021

AM J QUALITATIVE RES

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The purpose of this manuscript is to tell the story of two literacy methods professors' teaching experiences in Fall of 2020. We found ourselves in a unique situation in that one of us was teaching fully online and the other using a hybrid model of both in person and online instruction. Together, we knew that there was something to discover in regard to higher education, specifically preservice service teacher methods courses, that needed to be explored. Therefore, we asked ourselves five reflective questions at the end of each month in the fall semester. Collectively, we decided on these questions as they related most to what we had experienced in Spring of 2020 and what we wanted to further learn from in the Fall. We answered these questions individually and then came together in a zoom meeting to discuss our reflection and anything else that we wanted/needed to share. While we found this process of reflecting and sharing to be cathartic to our own experiences, it was also uncomfortable to bump against our own beliefs about teaching and education in general. As a result, we share our collective conversation based on our reflections. This framework allowed us to move from "teacher lounge" talk and into action because our conversations were more structured and purposeful. We were able to understand ourselves as educators better and provide a framework for reflection for the field of education

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“…Thus, every school must support the development of teachers' professional identity to become qualified educators (Avidov-Ungar & Forkosh-Baruch, 2018). In this case, the way teachers conduct teaching is at the root of their professional identity (Richter et al, 2021;Zeng, 2020). Teacher professional learning is a complex process that requires teachers' cognitive and emotional involvement individually and collectively (Avalos, 2011).…”

Section: Introductionmentioning

confidence: 99%

Teacher Professional Development Needs in Using Digital Technology for Quality of Education

Maimun

Hakim

2021

AIJP

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The research aims to obtain the professional development model needs of teachers in mastering digital technology to improve the quality of education. Technology development in education has forced all parties to integrate various educational activities according to current conditions. The research method used mixed research involving qualitative and quantitative data analysis. Data were collected through a survey which was completed with observation and interviews. Analysis of qualitative data is in the form of narrative through data reduction, data presentation, and concluding stages. In contrast, quantitative data is the result of digital technology needs presented in percentages. The analysis results show that digital technology is still not fully used in teaching and learning activities. This also impacts teachers' understanding of the technology application model in schools and students' achievement.

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Teacher educators’ task perception and its relationship to professional identity and teaching practice

Cited by 79 publications

References 32 publications

Autoimagen, Autoconcepto y Autoestima, Perspectivas Emocionales para el Contexto Escolar

Autoimagen, Autoconcepto y Autoestima, Perspectivas Emocionales para el Contexto Escolar

Rediscovering Ourselves as Educators: An Exploration of Our Own Teaching Practices during a Global Pandemic

Teacher Professional Development Needs in Using Digital Technology for Quality of Education

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Teacher educators’ task perception and its relationship to professional identity and teaching practice

Cited by 79 publications

References 32 publications

Autoimagen, Autoconcepto y Autoestima, Perspectivas Emocionales para el Contexto Escolar

Autoimagen, Autoconcepto y Autoestima, Perspectivas Emocionales para el Contexto Escolar

Rediscovering Ourselves as Educators:&nbsp;An Exploration of Our Own Teaching Practices during a Global Pandemic

Teacher Professional Development Needs in Using Digital Technology for Quality of Education

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Product

Resources

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Rediscovering Ourselves as Educators: An Exploration of Our Own Teaching Practices during a Global Pandemic