Five ways of being a schoolteacher
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Publication date
2020Alternative title
Cinco formas de ser maestro/a de escuela
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.
Este estudio exploratorio describe cinco identidades de maestros de escuela con cinco configuraciones 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 cuantitativos. Los resultados revelaron treinta tipos de I-posiciones, clasificadas en nueve posiciones 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 colaboración 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 principalmente a la instrucción, la mejora de la práctica, la colaboración con colegas, la relación con
las familias y l gestión de la escuela.
Document Type
Article
Published version
Language
English
Keywords
Pages
24 p.
Publisher
Universidad Autònoma de Barcelona. Facultat de Psicologia
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© L'autor/a
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by/4.0/