Voces en la identidad de estudiantes de profesorado
Resumen
Esta investigación tuvo como propósito indagar las voces de posiciones del Yo de estudiantes de profesorado al enfrentarse a problemas educativos. Se entrevistaron 10 estudiantes de profesorado que estaban en servicio previo y a los datos se aplicó análisis de contenido cualitativo-inductivo. En los resultados predominaron dos posiciones del Yo “Yo como docente empático” y “Yo como docente ético”, ambas posiciones del Yo cumplían la función de ser promotoras. Se reconocieron voces de otros, tales como: profesores de los centros escolares, sus estudiantes y otros estudiantes de profesorado. Las voces de los participantes estaban cargadas de un discurso desde lo cotidiano y sustentadas desde la experiencia. Las instituciones formadoras del profesorado deberían prestar atención a las identidades docentes de los futuros profesores y enseñar a tomar conciencia de las voces que utilizan en los discursos pedagógicos. Al mismo tiempo que promueven una formación sustentada en prácticas de indagación contextualizadas y basadas en evidencias.
Doi: 10.21703/rexe.20201939lara-subiabre12
Descargas
Citas
Akkerman, S. F., y Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308-319. Doi:10.1016/j.tate.2010.08.013
Akkerman, S., y Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences, 1–45. Doi: 10.1080/10508406.2016.1147448
Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum.
Anspal, T., Leijen, Ä., & Löfström, E. (2019). Tensions and the teacher’s role in student teacher identity development in primary and subject teacher curricula. Scandinavian Journal of Educational Research, 63(5), 679-695. Doi:10.1080/00313831.2017.1420688
Arvaja, M. (2018). Tensions and striving for coherence in an academic’s professional identity work. Teaching in Higher Education, 23(3), 291-306. Doi.10.1080/13562517.2017.1379483
Badia, A., y Becerril, L. (2016) Renaming teaching practice through teacher reflection using critical incidents on a virtual training course. Journal of Education for Teaching, 42(2), 224-238. Doi: 10.1080/02607476.2016.1143146
Bakhtin, M. (1986). Speech Genres and Other Late Essays. Austin: University of Texas Press.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge journal of education, 39(2), 175-189. Doi:10.1080/03057640902902252
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624-640. Doi.10.1080/13540602.2015.1044325
Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. doi.10.1348/000709900158001
Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understanding of teaching. Teaching and teacher education, 9(5-6), 485-497. Doi:10.1016/0742-051X(93)90032-C
Hermans, H. J. (2014). Self as a Society of I-Positions: A Dialogical Approach to Counseling. Journal of humanistic counseling, 53(2), 134-159. Doi: 10.1002/j.2161-1939.2014.00054.x
Hermans, H. J. (2018). Society in the self: a theory of identity in democracy. New York: Oxford University Press.
Hermans, H. J., & Gieser, T. (Eds.). (2012). Handbook of dialogical self theory. New York: Cambridge University Press.
Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2012). The professional agency of teacher educators amid academic discourses. Journal of Education for Teaching, 38(1), 83-102. Doi:10.1080/02607476.2012.643659
Horn, I. S., Nolen, S. B., Ward, C., & Campbell, S. S. (2008). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 35(3), 61-72.
Kosunen, T., & A. Mikkola. (2002). Building a science of teaching: How objectives and reality meet in Finnish teacher education. European Journal of Teacher Education, 25(2-3): 135–150. Doi:10.1080/0261976022000035674
Leijen, Ä., y Kullasepp, K. (2013). All Roads Lead to Rome: Developmental Trajectories of Student Teachers` Professional and Personal Identity Developmental. Journal of Constructivist Psychology, 26(2): 104-114. Doi:10.1080/10720537.2013.759023.
Ligorio, M. B. (2010). Dialogical relationship between identity and learning. Culture & Psychology, 16(1), 93-107. Doi:10.1177/1354067X09353206
Lindqvist, H. (2019). Student teachers' and beginning teachers' coping with emotionally challenging situations (Doctoral dissertation, Linköping University Electronic Press). Recuperado de http://www.diva-portal.org/smash/get/diva2:1307758/FULLTEXT01.pdf
Lunenberg, M., & Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching: theory and practice, 15(2), 225-240. Doi:10.1080/13540600902875316
Maaranen, K., & Krokfors, L. (2007). Time to think? Primary school teacher students reflecting on their MA thesis research processes. Reflective Practice, 8(3), 359-373. Doi: 10.1080/14623940701424918
Mangubhai, F. (2007). The Moral and Ethical Dimensions of Language Teaching. Australian Journal of Education, 51(2), 178–189. Doi:10.1177/000494410705100206
Meijers, F., & Hermans, H. (2018). Dialogical Self Theory in Education: An Introduction. In F. Meijers, & H. Hermans (Eds.), The Dialogical Self Theory in Education (pp. 1-18). New York: Springer.
O'Connor, K. E. (2008). "You choose to care": Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117-126. Doi:10.1016/j.tate.2006.11.008
Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660-678. Doi:10.1080/13540602.2013.827455
Riau, M. T. C., y González, L. C. (2017). El desarrollo de la relación teoría y práctica en el grado de maestro en educación primaria. Profesorado. Revista de Currículum y Formación de Profesorado, 21(1), 59-79.
Russell, T. (2012). Cambios paradigmáticos en la formación de profesores: peligros, trampas y promesas no cumplidas del profesional reflexivo. Encuentros en Educación, 13, 71-91.
Stenberg, K., Karlsson, L., Pitkaniemi, H., y Maaranen, K. (2014). Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education, 37:2, 204-219. Doi: 10.1080/02619768.2014.882309
Teng, F. (2019). Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers. English Teaching & Learning. 43(2), 189-212. Doi:10.1007/s42321-019-00024-3
Van Rijswijk, M. M., Akkerman, S. F., y Koster, B. (2013). Student teachers’ internally persuasive borderland discourse and teacher identity. International Journal for Dialogical Science, 7(1), 43-60.
Wentworth, L., Mazzeo, C., & Connolly, F. (2017). Research practice partnerships: A strategy for promoting evidence-based decision-making in education. Educational Research, 59(2), 241-255. Doi:10.1080/07391102.2017.1314108
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of teacher education, 61(1-2), 89-99.
