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Título : | Three teacher identities in two school education systems: Catalonia and Peru |
Autoría: | Badia, Antoni |
Otros: | Universitat Oberta de Catalunya. Estudis de Psicologia i Ciències de l'Educació |
Citación : | Badia, A. (2022). Three teacher identities in two school education systems: Catalonia and Peru. Compare: A Journal of Comparative and International Education, 1¿16. doi: 10.1080/03057925.2021.2022460 |
Resumen : | 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. |
Palabras clave : | sistema educativo formación docente identidad docente enseñanza en las escuelas |
DOI: | http://doi.org/10.1080/03057925.2021.2022460 |
Tipo de documento: | info:eu-repo/semantics/article |
Versión del documento: | info:eu-repo/semantics/acceptedVersion |
Fecha de publicación : | 7-ene-2022 |
Licencia de publicación: | https://creativecommons.org/licenses/by-nc-nd/4.0 |
Aparece en las colecciones: | Articles cientÍfics |
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