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Campo DC | Valor | Lengua/Idioma |
---|---|---|
dc.contributor.author | Badia, Antoni | - |
dc.contributor.other | Universitat Oberta de Catalunya. Estudis de Psicologia i Ciències de l'Educació | - |
dc.date.accessioned | 2022-07-12T09:32:08Z | - |
dc.date.available | 2022-07-12T09:32:08Z | - |
dc.date.issued | 2022-01-07 | - |
dc.identifier.citation | 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 | - |
dc.identifier.issn | 0305-7925MIAR | - |
dc.identifier.uri | http://hdl.handle.net/10609/146508 | - |
dc.description.abstract | 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. | en |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | Compare: A Journal of Comparative and International Education | - |
dc.relation.ispartof | Compare: A Journal of Comparative and International Education, 2022 | - |
dc.relation.uri | https://doi.org/10.1080/03057925.2021.2022460 | - |
dc.rights | CC BY-NC-ND 4.0 | - |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0 | - |
dc.subject | education system | en |
dc.subject | teacher education | en |
dc.subject | teacher identity | en |
dc.subject | teaching in schools | en |
dc.subject | sistema educatiu | ca |
dc.subject | formació del professorat | ca |
dc.subject | identitat del professorat | ca |
dc.subject | ensenyament a les escoles | ca |
dc.subject | sistema educativo | es |
dc.subject | formación docente | es |
dc.subject | identidad docente | es |
dc.subject | enseñanza en las escuelas | es |
dc.subject.lcsh | instructional system | en |
dc.title | Three teacher identities in two school education systems: Catalonia and Peru | - |
dc.type | info:eu-repo/semantics/article | - |
dc.subject.lemac | sistema educatiu | ca |
dc.subject.lcshes | sistema educativo | es |
dc.rights.accessRights | info:eu-repo/semantics/embargoedAccess | - |
dc.identifier.doi | http://doi.org/10.1080/03057925.2021.2022460 | - |
dc.gir.id | AR/0000009381 | - |
dc.type.version | info:eu-repo/semantics/acceptedVersion | - |
dc.date.embargoEndDate | 2023-07-07 | - |
Aparece en las colecciones: | Articles cientÍfics |
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