Lorena Becerril Balín
Biographic Data
| ID | 4249215 |
|---|---|
| NAME | Lorena Becerril Balín |
| GIVEN NAMES | Lorena Becerril |
| FAMILY NAME | Balín |
| SIGNATURE | BALÍN L B |
| AFFILIATIONS | Universitat Oberta de Catalunya |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| 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…
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…
No prominent works on this page.
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 (2 works) · Art (1 works) · Autonomy (1 works) · Computer Science (1 works) · Diversity (politics) (1 works) · Education in Rural Contexts (1 works) · Educational Practices and Policies (1 works) · Educational theories and practices (1 works) · Educator Training and Historical Pedagogy (1 works) · Humanities (1 works)