Five ways of being a schoolteacher

Bibliographic Data

ID5317101
AuthorsA Badia (0000-0003-1294-8061, Universitat Oberta de Catalunya), Eva Liesa (0000-0002-9533-3689, Universitat Ramon Llull), L Becerril (0000-0001-6357-1300, Universitat Oberta de Catalunya), Paula Mayoral (0000-0002-8667-0560, Universitat Ramon Llull)
Year2020
Volume22
Issue2
Pages1563
Publication date2020-08-31
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueQuaderns de Psicologia (JOURNAL)
Journal identifiersISSN: 0211-3481 • E-ISSN: 2014-4520
PublisherAutonomous University of Barcelona (PUBLISHER • ES)
DOI10.5565/rev/qpsicologia.1563
OpenAlexW3082204510
LanguageEN
Citations received2
References cited17

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 “ways of being” a school\nteacher were identified and labelled as follows: (1) teachers engaged mainly in instruction and\ncollaboration with colleagues; (2) teachers engaged mainly in instruction and building a relationship with families; (3) teachers engaged mainly in instruction, improving educational practice, and collaboration with colleagues; (4) teachers engaged mainly in education and instruction, improving educational practice, collaborating with colleagues, and building a relationship with families; and (5) teachers engaged mainly in instruction, improving educational\npractice, collaboration with colleagues, building a relationship with families, and collaboration in the management of the school.

Art · Humanities · Education and Teacher Training · Educational Practices and Policies · Teacher Education and Leadership Studies

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