Yenny Hinostroza-Paredes
Biographic Data
| ID | 5127769 |
|---|---|
| NAME | Yenny Hinostroza-Paredes |
| GIVEN NAMES | Yenny |
| FAMILY NAME | Hinostroza-Paredes |
| SIGNATURE | HINOSTROZA-PAREDES Y |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-7364-4910 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Structures, conditions, and agency: Shaping teacher educators’ career sustainability in Chilean universities
This study examines how institutional structures, workplace conditions, and individual agency interact to sustain teacher educators’ careers in Chile’s stratified, market-oriented higher education system. Employing survey data from 70 teacher educators from a public and traditional private university, it integrates De Vos et al’.s sustainable career model with Archer’s theory of agency to identify predictors of self-perceived career agency. Resul…
Chilean and Finnish university-based teacher educators’ agentic approaches to academic career path development
University-based teacher educators are key agents of educational and societal change. Yet their academic careers across institutions and countries have received insufficient attention. To bridge this gap, our empirical study collected data from 12 teacher educators in different Chilean and Finnish research-oriented universities. Drawing from Archer’s social theory, we examine teacher educators’ reflexivity as a decision-making process, offering t…
Reflexivity and agency in university-based teacher educators: A Critical Realist Analysis
Addressing university-based teacher educators’ complex work in current higher education contexts requires identifying the variables influencing their professional agency. However, limited related literature mostly falls within boundaries of the global North, while the specifics from those in the global South remain under-researched. Thus, focusing on Chile, a country with a highly marketised education, this study explores how teacher educators ag…
Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy
This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professi…
University Teacher Educators’ Professional Agency: A Literature Review
This paper presents a scoping review and thematic analysis of literature on university teacher educators’ professional agency between 2007 and 2019. Its aim is to map empirical studies to date and identify gaps in research to inform a future research agenda. 28 articles that met the inclusion criteria were subjected to thematic analysis, using line-by-line open and axial coding. Four main interrelated themes were identified: (i) education policie…
Reflexivity and agency in university-based teacher educators: A Critical Realist Analysis
Addressing university-based teacher educators’ complex work in current higher education contexts requires identifying the variables influencing their professional agency. However, limited related literature mostly falls within boundaries of the global North, while the specifics from those in the global South remain under-researched. Thus, focusing on Chile, a country with a highly marketised education, this study explores how teacher educators ag…
Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy
This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professi…
University Teacher Educators’ Professional Agency: A Literature Review
This paper presents a scoping review and thematic analysis of literature on university teacher educators’ professional agency between 2007 and 2019. Its aim is to map empirical studies to date and identify gaps in research to inform a future research agenda. 28 articles that met the inclusion criteria were subjected to thematic analysis, using line-by-line open and axial coding. Four main interrelated themes were identified: (i) education policie…
Reflexivity and agency in university-based teacher educators: A Critical Realist Analysis
Addressing university-based teacher educators’ complex work in current higher education contexts requires identifying the variables influencing their professional agency. However, limited related literature mostly falls within boundaries of the global North, while the specifics from those in the global South remain under-researched. Thus, focusing on Chile, a country with a highly marketised education, this study explores how teacher educators ag…
Chilean and Finnish university-based teacher educators’ agentic approaches to academic career path development
University-based teacher educators are key agents of educational and societal change. Yet their academic careers across institutions and countries have received insufficient attention. To bridge this gap, our empirical study collected data from 12 teacher educators in different Chilean and Finnish research-oriented universities. Drawing from Archer’s social theory, we examine teacher educators’ reflexivity as a decision-making process, offering t…
Structures, conditions, and agency: Shaping teacher educators’ career sustainability in Chilean universities
This study examines how institutional structures, workplace conditions, and individual agency interact to sustain teacher educators’ careers in Chile’s stratified, market-oriented higher education system. Employing survey data from 70 teacher educators from a public and traditional private university, it integrates De Vos et al’.s sustainable career model with Archer’s theory of agency to identify predictors of self-perceived career agency. Resul…
Pedagogy (4 works) · Social science (4 works) · Sociology (4 works) · Teacher Education and Leadership Studies (4 works) · Political science (3 works) · Professional development (3 works) · Qualitative research (3 works) · Career development (2 works) · Global Educational Policies and Reforms (2 works) · Higher education (2 works)