Literaturnachweis - Detailanzeige
Autor/inn/en | Badia, Antoni; Liesa, Eva |
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Titel | Experienced Teachers' Identity Based on Their I-Positions: An Analysis in the Catalan Context |
Quelle | In: European Journal of Teacher Education, 45 (2022) 1, S.77-92 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Badia, Antoni) ORCID (Liesa, Eva) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0261-9768 |
DOI | 10.1080/02619768.2020.1795122 |
Schlagwörter | Experienced Teachers; Professional Identity; Teacher Attitudes; Learning Processes; Educational Improvement; Educational Practices; School Administration; Teaching Methods; Teacher Surveys; Preschool Teachers; Elementary School Teachers; Foreign Countries; Teacher Characteristics; Teacher Collaboration; Spain Lehrerverhalten; Learning process; Lernprozess; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerkooperation; Spanien |
Abstract | Dialogical self theory is applied to describe the identity of a group of experienced Catalan teachers. Participants (N = 58) were asked about their positions and I-positions via a written survey, and the data were analysed using qualitative and quantitative procedures. The findings show a comprehensive description of nine types of positions ("to educate children, to plan instruction, to support and assess learning, to promote a positive learning environment, to improve educational practice, to collaborate with colleagues, to build a relationship with families, to manage the school, and to collaborate with external professionals") as well as thirty types of I-positions. In addition, four clusters of teachers were identified, each of which emphasised different positions: "instruction and school management"; "instruction and improvement of educational practice"; "education of children and teaching students"; and "education of children and improvement of educational practice." Comparative research on teachers' I-positions could be conducted in different contexts. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |