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Title: Five ways of being a schoolteacher
Other Titles: Cinco formas de ser maestro/a de escuela
Author: Badia, Antoni  
Liesa, Eva  
Becerril, Lorena  
Mayoral, Paula  
Citation: Badia Garganté, A. [Antoni]. Liesa, E. [Eva]. Becerril, L. [Lorena]. Mayoral, P. (2020). Five ways of being a schoolteacher. Quaderns de Psicologia, 22(2), 1-24. doi: 10.5565/rev/qpsicologia.1563
Abstract: This exploratory study consists of a description of the five schoolteachers’ identities that showed five different configurations of teacher’sI-positions. Thirty-one participants were in-terviewed via a written survey, and data were analysed using qualitative and quantitative pro-cedures. The findings revealed thirtyI-positions held by the teachers, classified into nine broader institutional positions. Additionally, five broad categories of “ways of being” a school teacher were identified and labelled as follows: (1)teachers engaged mainly in instruction and collaboration with colleagues;(2)teachers engaged mainly in instruction and building a rela-tionship with families; (3) teachers engaged mainly in instruction, improving educational prac-tice, and collaboration with colleagues; (4) teachers engaged mainly in education and instruc-tion, improving educational practice, collaborating with colleagues, and building a relation-ship with families;and (5)teachers engaged mainly in instruction, improving educational practice, collaboration with colleagues, building a relationship with families, and collabora-tion in the management of the school.
Keywords: education
education personnel
teacher’s I-position
teacher identity
Document type: info:eu-repo/semantics/article
Version: info:eu-repo/semantics/publishedVersion
Issue Date: 2-Aug-2020
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