Content and Sentiment Analysis of Autobiographical Narratives of Experienced and Well-Evaluated Teachers in Spain
Bibliographic Data
| ID | 22045126 |
|---|---|
| Authors | Mayara Lustosa De Oliveira Barbosa (0000-0003-3356-0998, Instituto Federal de Educação, Ciência e Tecnologia de Brasília), Diana Marín-Suelves (0000-0002-5346-8665, Universitat de València, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 6 |
| Pages | 642 |
| Publication date | 2024-06-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14060642 |
| OpenAlex | W4399680826 |
| Language | EN |
| Citations received | 7 |
| References cited | 27 |
Analysing the content and feelings of teachers’ autobiographical narratives provides relevant information about teaching processes, challenges in professional development, performance, and identity. In this work, we analysed the narratives of five well-evaluated Spanish teachers with more than 10 years of experience. We used Iramuteq, RStudio, and TextRazor to describe the main themes, analyse the emotions, and check whether evidence-based teaching practices were mentioned. The results showed that emotional aspects were central, with positive feelings dominating. In the content analysis, themes such as mental health, inclusion, immigration, war, empathy, critical pedagogy, and autonomous and emancipatory education stand out. The analyses are relevant for teacher educators, policy makers, researchers, and teachers in training or in active service
Aesthetics · Content analysis · Empathy · Feeling · Literature · Narrative · Narrative inquiry · Pedagogy · Professional development · Social science · Sociology · Teacher education · Education and Teacher Training · Educator Training and Historical Pedagogy · Psychology · Social Psychology · Teacher Education and Leadership Studies
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| Citations per year | 7 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |