L Becerril
Biographic Data
| ID | 2783319 |
|---|---|
| NAME | L Becerril |
| GIVEN NAMES | L |
| FAMILY NAME | Becerril |
| SIGNATURE | BECERRIL L |
| AFFILIATIONS | Universitat Oberta de Catalunya |
| ORCID | 0000-0001-6357-1300 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Primary teachers’ identity positioning in the process of pedagogical innovation / Identidad indagadora y posicionamiento del profesorado de educación primaria en un proceso de innovación pedagógica
Based on the Dialogical Self Theory (henceforth DST), positioning in a pedagogical innovation is defined as a subjective stance taken that has been experienced by the teacher themselves. Thirty Andalusian primary school teachers in seven focus groups reported on five positioning descriptors: agency, ownership, sense-making, emotions and collaborative inquiry. Data were analysed with qualitative and quantitative procedures. The results showed thre…
A dialogical self approach to the conceptualisation of teacher-inquirer identity
Five ways of being a schoolteacher
This exploratory study consists of a description of the five schoolteachers’ identities that\nshowed five different configurations of teacher’s I-positions. Thirty-one participants were interviewed via a written survey, and data were analysed using qualitative and quantitative procedures. The findings revealed thirty I-positions held by the teachers, classified into nine\nbroader institutional positions. Additionally, five broad categories of “wa…
Student teachers' positioning with regard to their key learning experiences in the first practicum
This exploratory study consists of a description of which kind of key learning experiences student teachers’ have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, a…
Information problem-solving skills and the shared knowledge construction process
The purpose of this paper is to compare how peer learning and problem-solving skills are applied on two information problems with differing levels of cognitive complexity. We analysed how 49 high school students solved two information problems with differing levels of complexity which involved selecting and interpreting information. The results show that in the more cognitively complex task, the pairs of students showed higher performance levels …
La construcción colaborativa de conocimiento en las redes de comunicación asíncrona y escrita (RCAE)
Este trabajo presenta la revisión de diversos tipos de instrumentos de análisis creados para investigar los procesos de construcción colaborativa de conocimiento en las RCAE. Para ello, seleccionamos cinco líneas de investigación sobre el tema, que denominamos: la construcción social de conocimiento, las habilidades de pensamiento crítico, la convergencia de conocimiento, la construcción de conocimiento mediante la argumentación, y la reciprocida…
No prominent works on this page.
La construcción colaborativa de conocimiento en las redes de comunicación asíncrona y escrita (RCAE)
Este trabajo presenta la revisión de diversos tipos de instrumentos de análisis creados para investigar los procesos de construcción colaborativa de conocimiento en las RCAE. Para ello, seleccionamos cinco líneas de investigación sobre el tema, que denominamos: la construcción social de conocimiento, las habilidades de pensamiento crítico, la convergencia de conocimiento, la construcción de conocimiento mediante la argumentación, y la reciprocida…
Information problem-solving skills and the shared knowledge construction process
The purpose of this paper is to compare how peer learning and problem-solving skills are applied on two information problems with differing levels of cognitive complexity. We analysed how 49 high school students solved two information problems with differing levels of complexity which involved selecting and interpreting information. The results show that in the more cognitively complex task, the pairs of students showed higher performance levels …
A dialogical self approach to the conceptualisation of teacher-inquirer identity
Five ways of being a schoolteacher
This exploratory study consists of a description of the five schoolteachers’ identities that\nshowed five different configurations of teacher’s I-positions. Thirty-one participants were interviewed via a written survey, and data were analysed using qualitative and quantitative procedures. The findings revealed thirty I-positions held by the teachers, classified into nine\nbroader institutional positions. Additionally, five broad categories of “wa…
Student teachers' positioning with regard to their key learning experiences in the first practicum
This exploratory study consists of a description of which kind of key learning experiences student teachers’ have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, a…
Primary teachers’ identity positioning in the process of pedagogical innovation / Identidad indagadora y posicionamiento del profesorado de educación primaria en un proceso de innovación pedagógica
Based on the Dialogical Self Theory (henceforth DST), positioning in a pedagogical innovation is defined as a subjective stance taken that has been experienced by the teacher themselves. Thirty Andalusian primary school teachers in seven focus groups reported on five positioning descriptors: agency, ownership, sense-making, emotions and collaborative inquiry. Data were analysed with qualitative and quantitative procedures. The results showed thre…
Sociology (4 works) · Humanities (3 works) · Mathematics education (3 works) · Psychology (3 works) · Social Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Art (2 works) · Computer Science (2 works) · Educational Practices and Policies (2 works) · Innovative Teaching and Learning Methods (2 works)