Five ways of being a schoolteacher

Antoni Badia; Eva Liesa; Lorena Becerril; Paula Mayoral

doi:10.5565/rev/qpsicologia.1563

Five ways of being a schoolteacher

Título traducido de la contribución: Cinco formas de ser maestro/a de escuela

Antoni Badia
, Eva Liesa
, Lorena Becerril
, Paula Mayoral

Facultad de Psicología y Ciencias de la Educación y del Deporte Blanquerna

Producción científica: Artículo en revista indizada › Artículo › revisión exhaustiva

3 Citas (Scopus)

Resumen

Este 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

Título traducido de la contribución	Cinco formas de ser maestro/a de escuela
Idioma original	Inglés
Número de artículo	e1563
Publicación	Quadernos de Psicologia
Volumen	22
N.º	2
DOI	https://doi.org/10.5565/rev/qpsicologia.1563
Estado	Publicada - 2020

Palabras clave

Educación
Personal docente
I-posición del profeso
Identidad del profesor

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10.5565/rev/qpsicologia.1563Licencia: CC BY

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title = "Five ways of being a schoolteacher",

abstract = "This exploratory study consists of a description of the five schoolteachers' identities that showed five different configurations of teacher's I-positions. Thirty-one participants were interviewed via a written survey, and data were analysed using qualitative and quantitative procedures. The findings revealed thirty I-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 relationship with families; (3) teachers engaged mainly in instruction, improving educational practice, and collaboration with colleagues; (4) teachers engaged mainly in education and instruction, improving educational practice, collaborating with colleagues, and building a relationship with families; and (5) teachers engaged mainly in instruction, improving educational practice, collaboration with colleagues, building a relationship with families, and collaboration in the management of the school.",

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AU - Badia, Antoni

AU - Liesa, Eva

AU - Becerril, Lorena

AU - Mayoral, Paula

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N2 - This exploratory study consists of a description of the five schoolteachers' identities that showed five different configurations of teacher's I-positions. Thirty-one participants were interviewed via a written survey, and data were analysed using qualitative and quantitative procedures. The findings revealed thirty I-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 relationship with families; (3) teachers engaged mainly in instruction, improving educational practice, and collaboration with colleagues; (4) teachers engaged mainly in education and instruction, improving educational practice, collaborating with colleagues, and building a relationship with families; and (5) teachers engaged mainly in instruction, improving educational practice, collaboration with colleagues, building a relationship with families, and collaboration in the management of the school.

AB - This exploratory study consists of a description of the five schoolteachers' identities that showed five different configurations of teacher's I-positions. Thirty-one participants were interviewed via a written survey, and data were analysed using qualitative and quantitative procedures. The findings revealed thirty I-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 relationship with families; (3) teachers engaged mainly in instruction, improving educational practice, and collaboration with colleagues; (4) teachers engaged mainly in education and instruction, improving educational practice, collaborating with colleagues, and building a relationship with families; and (5) teachers engaged mainly in instruction, improving educational practice, collaboration with colleagues, building a relationship with families, and collaboration in the management of the school.

KW - Educación

KW - Personal docente

KW - I-posición del profeso

KW - Identidad del profesor

KW - Education

KW - Education personne

KW - Teacher’s I-position

KW - Teacher identity

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ER -

Five ways of being a schoolteacher

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