Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research

Autor/inn/en	Giner-Gomis, Antonio; Iglesias-Martinez, Marcos Jesús; Lozano-Cabezas, Inés; Brenes-Maltez, Perla Mayela
Titel	Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research
Quelle	In: International Journal of Educational Methodology, 8 (2022) 1, S.179-189 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Giner-Gomis, Antonio) ORCID (Iglesias-Martinez, Marcos Jesús) ORCID (Lozano-Cabezas, Inés)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Mythology; Self Concept; Professional Identity; Figurative Language; Preservice Teacher Education; Preservice Teachers; Foreign Countries; Graduate Students; Spain + Suchen Sie Ihr Suchwort? Mythologie; Selbstkonzept; Lehramtsstudiengang; Lehrerausbildung; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Spanien
Abstract	The objective of this study was to promote the use of metaphorical stories based on classical Greek myths in academic teacher training. The aim is to favour processes of personal assemblage and the constitution of teacher identity. Based on 8 classical myths, 4 of them featuring a female character and another 4 a male character, the group of participants narrated positive as well as disappointing experiences they had lived through during their academic training. Moreover, they selected the myths, among those proposed, that provided the metaphors that best described their specific personal trajectories. Adopting a qualitative approach, we followed a narrative-biographical tradition and collected 37 stories. This narrative corpus was analysed using the AQUAD software. The results showed that classical Greek myths contain and provide a powerful and illuminating narrative scaffolding, helping students to adopt a different perspective in the narration of their own academic trajectories. The myths equally helped them to become more aware of the most genuine life and personal experiences that shaped their own teacher identity. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11