Three teacher identities in two school education systems
Catalonia and Peru
Bibliographic Data
| ID | 11920274 |
|---|---|
| Authors | A Badia (0000-0003-1294-8061, Universitat Oberta de Catalunya, corresponding author) |
| Year | 2022 |
| Volume | 53 |
| Issue | 8 |
| Pages | 1307-1322 |
| Publication date | 2022-01-07 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2021.2022460 |
| OpenAlex | W4206333851 |
| Language | EN |
| Citations received | 1 |
| References cited | 31 |
This paper provides empirical evidence about the close relationship between two education systems’ orientations and priorities and teacher identities. Based on the Dialogical-Self Theory (DST), it identifies different schoolteacher identities and shows that these teacher identities are non-uniformly distributed across two education systems. Forty Catalan and forty Peruvian schoolteachers (eighty in total) provided information about their positions and I-positions concerning teaching via a written survey. The data were analysed using qualitative and quantitative procedures. The findings show three types of teacher identities: an educator and a learning guide, an instructor teaching, and a collaborative innovator. The results further demonstrate that most of the Peruvian schoolteachers assumed the teacher identity as an instructor teaching. In contrast, the Catalan schoolteachers assumed two teacher identities: an educator and a learning guide, and a collaborative innovator. We conclude by suggesting some implications for educational policy, teacher education and school organisation
Catalan · Dialogical self · Humanities · Identity (music · Innovator · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Teacher education · Computer Science · Parental Involvement in Education · Psychology · Social Psychology · Social Representations and Identity · Teacher Education and Leadership Studies
Making the Social World
The development of student teachers’ professional identity
Understanding and Validity in Qualitative Research
Self-efficacy, job satisfaction, motivation and commitment
Experienced teachers’ identity based on their I-positions
Making beliefs explicit – student teachers’ identity development through personal practical theories
A dialogical self approach to the conceptualisation of teacher-inquirer identity
Assessing the professional identity of primary student teachers
The differences between beginning and advanced student teachers’ teacher identities based on their practical theories
School head teachers’ views of the drive towards educational innovation in Catalonia / La visión de los directores de escuela sobre el impulso de la innovación educativa en Cataluña
Inductive and Deductive
Teachers’ identities in second chance schools
Development of the Beliefs about Primary Education Scale
Teachers’ perceptions of professional identity
Instruction or pedagogy? The need for a transformative conception of education
How can a dialogue support teachers’ professional identity development? Harmonising multiple teacher I-positions
A dialogical approach to conceptualizing teacher identity
Capturing the différance
Teacher Identity and Curriculum Change
Chapter 3
The dialogical self
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |