Experienced Teachers' Identity Based on Their I-Positions: An Analysis in the Catalan Context

Autor/inn/en	Badia, Antoni; Liesa, Eva
Titel	Experienced Teachers' Identity Based on Their I-Positions: An Analysis in the Catalan Context
Quelle	In: European Journal of Teacher Education, 45 (2022) 1, S.77-92 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Badia, Antoni) ORCID (Liesa, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1795122
Schlagwörter	Experienced Teachers; Professional Identity; Teacher Attitudes; Learning Processes; Educational Improvement; Educational Practices; School Administration; Teaching Methods; Teacher Surveys; Preschool Teachers; Elementary School Teachers; Foreign Countries; Teacher Characteristics; Teacher Collaboration; Spain + Suchen Sie Ihr Suchwort? Lehrerverhalten; Learning process; Lernprozess; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerkooperation; Spanien
Abstract	Dialogical self theory is applied to describe the identity of a group of experienced Catalan teachers. Participants (N = 58) were asked about their positions and I-positions via a written survey, and the data were analysed using qualitative and quantitative procedures. The findings show a comprehensive description of nine types of positions ("to educate children, to plan instruction, to support and assess learning, to promote a positive learning environment, to improve educational practice, to collaborate with colleagues, to build a relationship with families, to manage the school, and to collaborate with external professionals") as well as thirty types of I-positions. In addition, four clusters of teachers were identified, each of which emphasised different positions: "instruction and school management"; "instruction and improvement of educational practice"; "education of children and teaching students"; and "education of children and improvement of educational practice." Comparative research on teachers' I-positions could be conducted in different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01