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The construction of teachers’ professional identity: An analysis of subjective learning experiences
European Journal of Teacher Education ( IF 5.219 ) Pub Date : 2021-04-01 , DOI: 10.1080/02619768.2021.1905627
Jorge Chavez Rojas 1 , Jaime Faure Ñiñoles 2 , Juan Pablo Barril Madrid 3
Affiliation  

ABSTRACT

This article explores the construction of teachers’ professional identity through analysis of subjective learning experiences. In order to report on the progress of our work, we present a discourse analysis of three experiences considered to be of particular relevance by a final-year pedagogy student. The analysis yielded four important conclusions: i) The process of teachers’ professional identity construction is based on comparing and contrasting different experiences and culminates in the construction of new identity positions; ii) this process must involve experiences that call into question existing meanings of self; iii) future teachers must engage in productive dialogue with other significant actors in order to identify and recognise the value of certain positional objects; and iv) certain subjective learning experiences have a greater impact on the reconstruction of identity positions. Finally, we propose an analysis model based on subjective learning experiences for the construction of teachers’ professional identity.



中文翻译:

教师专业身份的建构:主观学习经验分析

摘要

本文通过对主观学习经验的分析,探讨了教师专业身份的建构。为了报告我们的工作进展,我们对最后一年的教育学学生认为与三项经验特别相关的话语进行了分析。该分析得出四个重要结论:i)教师专业身份建设的过程是基于对不同经验的比较和对比,并最终建立了新的身份职位;ii)这个过程必须涉及一些经验,这些经验会质疑自我的现有含义;iii)未来的教师必须与其他重要角色进行富有成效的对话,以识别和认识某些定位对象的价值;iv)某些主观学习经历对身份地位的重建有更大的影响。最后,我们提出了一种基于主观学习经验的分析模型,用于教师专业身份的构建。

更新日期:2021-04-01
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