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Autor/inn/en | Chavez Rojas, Jorge; Faure Ñiñoles, Jaime; Barril Madrid, Juan Pablo |
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Titel | The Construction of Teachers' Professional Identity: An Analysis of Subjective Learning Experiences |
Quelle | In: European Journal of Teacher Education, 46 (2023) 2, S.256-273 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Chavez Rojas, Jorge) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0261-9768 |
DOI | 10.1080/02619768.2021.1905627 |
Schlagwörter | Learning Experience; Professional Identity; Discourse Analysis; Teacher Education Programs; Student Attitudes; Comparative Analysis; Models; Practicums; Chile |
Abstract | This article explores the construction of teachers' professional identity through analysis of subjective learning experiences. In order to report on the progress of our work, we present a discourse analysis of three experiences considered to be of particular relevance by a final-year pedagogy student. The analysis yielded four important conclusions: i) The process of teachers' professional identity construction is based on comparing and contrasting different experiences and culminates in the construction of new identity positions; ii) this process must involve experiences that call into question existing meanings of self; iii) future teachers must engage in productive dialogue with other significant actors in order to identify and recognise the value of certain positional objects; and iv) certain subjective learning experiences have a greater impact on the reconstruction of identity positions. Finally, we propose an analysis model based on subjective learning experiences for the construction of teachers' professional identity. (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 |