Classical Myth in the University: A Contribution to Professional Teacher Development

Autor/inn/en	Gomis, Antonio Giner; Martínez, Marcos Jesús Iglesias; Cabezas, Inés Lozano
Titel	Classical Myth in the University: A Contribution to Professional Teacher Development
Quelle	In: International Education Studies, 11 (2018) 12, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Mythology; Professional Identity; Professionalism; Personal Narratives; Autobiographies; Communities of Practice; Faculty Development; Classical Literature; Figurative Language; Educational Research; Masters Programs; Graduate Students; Higher Education + Suchen Sie Ihr Suchwort? Mythologie; Professionalität; Erlebniserzählung; Autobiography; Autobiografie; Autobiographie; Community; Classical philology; Literature; Altphilologie; literatur; Bildungsforschung; Pädagogische Forschung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The use of Classical Greek myth as a narrative and metaphorical tool can contribute to the construction of a professional teaching identity. Adopting a biographical narrative approach, the present study sought to assess this contribution in a group of teacher and researcher trainees undertaking a postgraduate university course. The construction of personal narratives used for collective interpretation by the participants that generated them was analysed and interpreted in relation to the development of teacher professionalism. Our findings show the effective activation of metacognitive processes in order to rethink teacher professionalism from a narrative point of view. Using the structure and content of Classical myths as a scaffold, participants established valuable reflections on crucial aspects of teaching, identifying personal achievements and conquests as well as fears and insecurities. The structures latent in myth provided an effective framework with which to project and identify at least three hermeneutical themes--symbolism, function and structure--that form constituent elements of professional identity and are not only intertwined but are also constituted within a community of practice. Thus, Greek myths continue to offer an interesting cognitive and emotional scaffold that contributes to teacher professionalism, facilitating the formulation of a reflective, collaborative and personal meaning of identity which brings together personal teaching experiences and knowledge and is necessarily shared with the surrounding community of practice. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01