The construction of teacher identity in an alternative education context

Brown, Raymond Albert Joseph; Heck, Deborah

doi:10.1016/j.tate.2018.08.007

Cited by 24 publications

(26 citation statements)

References 19 publications

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“…Aprendiz que usa su lengua para incorporar los contenidos del currículum y para continuar aprendiendo su/s lengua/s de uso habitual; que es consciente de cómo la usa y de las estrategias que va adquiriendo para reflexionar sobre diferentes aspectos vinculados (Lynett, 2019;van der Veen et al, 2017). Lo mismo podemos decir de los maestros, puesto que entendemos que esta herramienta digital puede ayudarles a desarrollar su identidad como docentes que innovan, reflexionan, se interrogan, tratan de cambiar sus expectativas respecto a sus alumnos y a su rol como acompañantes del proceso que están siguiendo los aprendices en un entorno formal, pero cada vez más influido por otros contextos, y con límites menos definidos (Brown y Heck, 2018;Correa, Fernández, Gutiérrez-Cabello, Losada y Ochoa-Aizpurua, 2015;Esteban-Guitard y Moll, 2014;Romero et al, 2014).…”

Section: Discussionunclassified

Uso de una herramienta digital como recurso de desarrollo profesional para mejorar la competencia comunicativa oral de alumnos de educación infantil y primaria

Gràcia

Jarque

Riba

et al. 2020

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La escuela constituye un contexto natural en el que las estrategias comunicativas de los docentes en su interacción con los alumnos son esenciales para el desarrollo de la competencia oral de estos. El objetivo del estudio es contribuir a la mejora de la práctica docente de maestras en relación con la competencia comunicativa oral mediante el uso de una herramienta digital. Participan 8 maestras y sus grupos de alumnos de educación infantil y primaria de 6 escuelas de Cataluña, de las cuales 5 son públicas (2 ordinarias y 3 cíclicas) y 1 privada (especial). Del conjunto de maestras, 4 participan como grupo de intervención y 4 como grupo de comparación. Durante 6 meses, las 4 maestras de los grupos de intervención utilizaron la herramienta para autoevaluar sus prácticas, tomar decisiones para mejorarla e introducir cambios. Cinco sesiones de clase de cada maestra fueron observadas y evaluadas por las investigadoras. Las evaluaciones de las sesiones de clase dan lugar a diferencias significativas entre las puntuaciones obtenidas por las maestras que participaron en el proceso de desarrollo docente y las que no lo hicieron. Se concluye que la herramienta digital ha contribuido al desarrollo profesional de las docentes y a la mejora de la competencia comunicativa oral de sus alumnos. Las implicaciones que se derivan de esta investigación se centran en la necesidad de formar a los docentes en el área de la enseñanza de la competencia comunicativa y lingüística de los alumnos con la ayuda de la tecnología digital.

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Section: Discussionunclassified

Uso de una herramienta digital como recurso de desarrollo profesional para mejorar la competencia comunicativa oral de alumnos de educación infantil y primaria

Gràcia

Jarque

Riba

et al. 2020

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“…This study is proposed to contribute and provide an understanding of how teacher's identity in the perspective of Javanese. Further discussion is, as well as give a concept of teacher's identity providing knowledge, skills and direct experience in daily life so that it provides an understanding for the community, especially the Javanese about the substantial nature of the teacher as the agent of change in society (Brown & Heck, 2018). Further, this article tries to show how to stimulate teachers' intention in accordance with the age in order to improve their professionalism and competencies, escalate their spirit having a role on students' emotion, commit in an education institution, and prioritize code of ethics in teaching.…”

Section: Introductionmentioning

confidence: 99%

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Shodiq

Syamsudin

2019

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Teachers, according to the Javanese’s views, are those having a respectable position because they become the reference and role model for the Javanese. A teacher is considerably responsible for all students’ behaviors, both in and outside the classroom. In this digital era, this condition has shifted due to the occurrence of socio-anthropological changes in society. Although teachers’ identity shifts, they are still crucial in transferring values during the learning process. This study aimed to comprehensively find out how the reconstruction of teacher’s identity was carried out in socio-anthropologically changing situations among the Javanese, derived from 30 respondents. Qualitative research was then used in this study using the ethnographic method, and the subject of the research was Javanese. Data collection was performed through interviews using a purposive selection of respondents. Analysis techniques comprised of data collection, data selection, data presentation, and conclusion. As a result, it was found that, in the context of the Javanese, socio-anthropology in modern technology had affected the meaning of the teacher’s identity. Although the Javanese considered teachers as an ordinary profession and had the same level with other professions, the Javanese still held that teacher was an honorable profession and it deserved to be appreciated since the presence of a teacher could improve students’ knowledge.

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“…Nossos resultados mostram a existência dessa tensão entre a prática do profissional de saúde e a da docência. Além disso, promove a discussão sobre uma identidade multifacetada, em construção, com tensões e estratégias de manejo prático, compatíveis com a literatura 23,24,3,9 . Reforça ainda o papel do programa de desenvolvimento docente, na formação de um professor que reflita sobre seu lugar, sua prática e o impacto da mesma na formação do estudante.…”

Section: Discussionunclassified

“…E essas dimensões podem ser avaliadas no contexto social (ser membro de uma comunidade de professores) e no contexto pessoal (crenças, motivações, desejos, emoções do professor). Outro aspecto a ser considerado se refere à formação da identidade profissional, pois não é algo que termina em si mesma, mas representa um processo que evolui, que muda, que carrega tensão em si mesmo, que exige do professor reflexão pessoal e com a comunidade que o cerca: seus pares e os estudantes 1,2,3 . Como se processa essa formação, especialmente em profissionais de saúde sem prévio preparo pedagógico?…”

Section: Palavras-chaveunclassified

“SER PROFESSOR”: quem sou eu e porquê?

et al. 2019

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INTRODUCTION: To be a health professional and, simultaneously, a teacher, encompass distinct knowledge areas and, also distinct professional identities, acting towards formation and shaping the profile of a future health professional. Reconciling these aims becomes then an essential question. OBJECTIVES: To have a better understanding of the day-to-day professional role and to make an analytical link with the international literature in the area. METHODOLOGY: A four hours’ workshop aimed to professionals involved in the medicine course, despite not all of them being medicine doctors. It was then formally asked the participants about their personal motivation for teaching, and also about experienced difficulties and adopted strategies to overcome them. RESULTS: 21 teachers participated. The detected work motivations were: 1: Personal identification; 2: A sense of renovation. Despite this, difficulties could be identified: 1: How to adequately balance professional and personal life; 2: Difficulties related to generational characteristics and 3: Personal monetary rewarding. In what refers to adopted strategies, it was possible to identify: 1: A better use of available work time; 2: Personal revival; 3: Sense of humour; 4: Learning processes of new technologies and 4: Sharing process in trying for problems solution. DISCUSSION: It was established a space for reflection and thinking on the meaning of being a health professional and academic. It were considered, among other questions, the relationship between teaching activities and the continuous transformation inherent to the teaching process. As a result, this lead to a different way of looking and attitudes in what refers to the health professional and also teaching. CONCLUSIONS: The present experience has shown how fundamental is to create opportunities for reflection about the teaching role and its identity constructed on the day-to-day work and also the institutional commitment in promoting such attitudes.

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The construction of teacher identity in an alternative education context

Cited by 24 publications

References 19 publications

Uso de una herramienta digital como recurso de desarrollo profesional para mejorar la competencia comunicativa oral de alumnos de educación infantil y primaria

Uso de una herramienta digital como recurso de desarrollo profesional para mejorar la competencia comunicativa oral de alumnos de educación infantil y primaria

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

“SER PROFESSOR”: quem sou eu e porquê?

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