Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/149381
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dc.contributor.authorBadia, Antoni-
dc.contributor.authorLiesa, Eva-
dc.contributor.authorBecerril, Lorena-
dc.contributor.authorMayoral, Paula-
dc.date.accessioned2024-01-12T08:39:01Z-
dc.date.available2024-01-12T08:39:01Z-
dc.date.issued2020-08-02-
dc.identifier.citationBadia 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-
dc.identifier.issn0211-3481MIAR
-
dc.identifier.urihttp://hdl.handle.net/10609/149381-
dc.description.abstractThis 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.en
dc.description.abstractEste estudio exploratorio describe cinco identidades de maestros de escuela con cinco configu-raciones diferentes de I-posiciones. Treinta y un participantes fueron entrevistados a través de una entrevista escrita, y los datos se analizaron mediante procedimientos cualitativos y cuan-titativos. Los resultados revelaron treinta tipos de I-posiciones, clasificadas en nueve posicio-nes institucionales. Además, se identificaron cinco categorías de "formas de ser" maestro de escuela, denominadas de la siguiente forma: (1) Dedicados principalmente a la instrucción y colaboración con colegas; (2) Dedicados principalmente a la instrucción y la relación con las familias; (3) Dedicados principalmente a la instrucción, la mejora de la práctica y la colabora-ción con colegas; (4) Dedicados principalmente a la educación y la instrucción, la mejora de la práctica, la colaboración con colegas y la relación con las familias; y (5) Dedicados principal-mente a la instrucción, la mejora de la práctica, la colaboración con colegas, la relación con las familias y l gestión de la escuela.es
dc.format.mimetypeapplication/pdfca
dc.language.isoengca
dc.publisherReDica
dc.relation.ispartofQuaderns de Psicologia, 22(2), 1-24.-
dc.relation.urihttps://doi.org/10.5565/rev/qpsicologia.1563-
dc.rightsCC BY-
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/es/-
dc.subjecteducationen
dc.subjecteducation personnelen
dc.subjectteacher’s I-positionen
dc.subjectteacher identityen
dc.subjecteducaciónes
dc.subjectpersonal docentees
dc.subjectI-posición del profesores
dc.subjectidentidad del profesores
dc.titleFive ways of being a schoolteacherca
dc.title.alternativeCinco formas de ser maestro/a de escuelaes
dc.typeinfo:eu-repo/semantics/articleca
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess-
dc.identifier.doihttps://doi.org/10.5565/rev/qpsicologia.1563-
dc.gir.idAR/0000008227-
dc.type.versioninfo:eu-repo/semantics/publishedVersion-
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