Literaturnachweis - Detailanzeige
| Autor/in | Badia, Antoni |
|---|---|
| Titel | Three Teacher Identities in Two School Education Systems: Catalonia and Peru |
| Quelle | In: Compare: A Journal of Comparative and International Education, 53 (2023) 8, S.1307-1322 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Badia, Antoni) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-7925 |
| DOI | 10.1080/03057925.2021.2022460 |
| Schlagwörter | Professional Identity; Cross Cultural Studies; Teacher Attitudes; Correlation; Teacher Collaboration; Innovation; Teacher Role; Learning Processes; Teaching Methods; Educational Policy; Foreign Countries; Peru; Spain |
| 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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