Building pre-service teachers’ identity: The value of dialogue within the classroom
DOI:
https://doi.org/10.4100/jhse.2012.71.02Keywords:
Teachers identity, Professional development, Teaching competence, Teachers trainingAbstract
This article is the result of an investigation whose main objective is to know which the qualities of the teachers from the perspective of the students of Primary Education Teaching are. For that, 73 pupils of the second year of the PE Teaching degree of the University of Alicante collaborated, during the academic year 2009/10. The students wrote two letters to two teachers they had had at any stage of their academic path: one to the one who made a positive impact on them and another one to the one to a teacher who didn’t. In this case, we have focused on the letter written to the teacher who did not leave a positive imprint on the participants. The information has been treated with the AQUAD6 program. The results help us recognise the improper features, more precisely: negative personal traits, low quality of interaction with pupils, didactic incompetence and unfavourable attitudinal consequences towards the students. The results recommend reflection on the initial formation of teachers, orientated to the development of teaching competences of personal and professional type, in a way that they contribute effectively to shape the teaching identity of the future teachers, making enabling them to give a successful answer to the current educative challenges.Downloads
References
Beijaard, D., Meijer, P.C., Verloop, N. Reconsidering research on teachers professional identity. Teaching and Teacher Education. 2004; 20(2): 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Biggs, J. Calidad del aprendizaje universitario. Madrid: Narcea. 2005.
Bolívar, A., Fernández-Cruz, M., Molina-Ruiz, E. Investigar la identidad profesional del profesorado: una triangulación secuencial. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research. 2004; 6(1):12.
Bullough, R.V. Practicing theory and theorizing practice. In J.Loughran & T. Rusell (Eds.), Purpose, passion and pedagogy in teacher education (pp. 13-31). London: Falmer Press. 1997.
Cano, E. Cómo mejorar las competencias docentes. Guía para la autoevaluación y el desarrollo de las competencias del profesorado. Barcelona: Graó. 2005.
Cardelle-Elawar, M., Sanz De Acedo-Lizarraga, M.L. Low-performing students' mathematical learning through self-regulation of emotional competence. The Journal of Current Research and Practices in Language Minority Education. 2003; 1(1):35-48.
Coldron, J., Smith, R. Active location in teachers' construction of their professional identities. Journal of Curriculum Studies. 1999; 31(6):711-726. https://doi.org/10.1080/002202799182954
Cooper, K., Olson, M.R. The multiple "I's" of teacher identity. In M. Kompf, W.R. Bond, D. Dworet & R.T. Boak (Eds.). Changing research and practice: Teachers' professionalism, identities and knowledge. London/Washington, DC: The Falmer Press. 1996.
Côté, J. Identity studies: how close are we to developing a social science of identity?-An appraisal of the field. An International Journal of Theory and Research. 2006; 6(1):3-25. https://doi.org/10.1207/s1532706xid0601_2
De La Fuente, J., Justicia, F. Regulación de la enseñanza para la autorregulación del aprendizaje en la universidad. Aula Abierta. 2003; 82:161-171.
Elliot, A.J., Dweck, C.S. Handbook of competence and motivation. NewYork: The Guilford Press. 2005.
Epstein, J.L. School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press. 2001.
Fernández, M. Desarrollo profesional docente. Granada: Grupo Editorial Universitario. 2006.
Freire, P. First letter: Reading the world/Reading the word. In: P. Freire (Ed.). Teachers as cultural workers: Letters to those who dare to teach. Boulder, CO: Westview Press. 1998.
Freire, P. Pedagogy of the oppressed. New York, NY: Seabury. 1970.
García, J.N., De Caso, A.M., Fidalgo, R., Arias-Gundín, O. La evaluación de prácticas universitarias y su aplicación en un enfoque innovador. Revista de Educación. 2005; 337:295-325.
Graue, E. Theorizing and describing preservice teachers' images of families and schooling. Teachers College Record. 2005; 107(1):157-185. https://doi.org/10.1111/j.1467-9620.2005.00461.x
Habermas, J. Identidades nacionales y postnacionales. Madrid:Tecnos. 1989.
Hernández, A., Lacuesta, R. Aplicación del aprendizaje basado en problemas (PBL) bajo un enfoque multidisciplinar: una experiencia práctica. Conocimiento, innovación y emprendedores: camino al futuro. 2007.
Hernández, F. Consideraciones sobre el sujeto y la identidad en la educación escolar. Revista Kiririkí. 1999; 51:27-31.
Huber, G.L. AQUAD 6. Manual del programa para analizar datos cualitativos. Ed. VerlagIngeborg Huber. 2006.
Johnson, K., Colombek, P. Teachers' narrative inquiry as professional development. Cambridge: Cambridge University Press. 2002.
Knowles, J.G. Modelos para la comprensión de las biografías del profesorado en formación y en sus primeros años de docencia. In: A. Ivor & F. Goodson (Eds.). Historias de vida del profesorado, (pp. 149-205). Barcelona: Octaedro. 2004.
Knowles, J.G. Models for understanding pre-service and beginning teachers' biographies: Illustrations from case studies. In: I.F. Goodson (Ed.). Studyng teachers' lives. London: Routledge. 1992. https://doi.org/10.4324/9780203415177_chapter_4
Kompf, M., Bond, W.R., Dworet, D., Boak, R.T. Changing research and practice: Teachers' professionalism, identities and knowledge. London, Washington, DC: Falmer Press. 1996.
Lopes, A. La construcción de identidades docentes como constructo de estructura y dinámicas: argumentación y virtualidades teóricas y prácticas. Profesorado, revista de currículum y formación del profesorado. 2008; 11(3):1-25.
Maclure, M. Arguing for YourSelf: Identity as an Organizing Principle in Teachers Jobs and Lives. British Educational Research Journal. 1993; 19(4):311-322. https://doi.org/10.1080/0141192930190401
Milner, H.R. Reflection, racial competence, and critical pedagogy: How do we prepare pre-service teachers to pose tough questions? Race, Ethnicity and Education. 2003; 6(2):193-208. https://doi.org/10.1080/13613320308200
Morin, E. Los siete saberes necesarios. Bogotá: Cooperativa Editorial Magisterio. 2001.
Nevin, A., Cardelle-Elawar, M., Beckett, C., Thousand, J., Diaz-Greenberg, R. Eliciting and taking action on the voices of adults with disabilities: Advice for teacher education professors. Journal of Professional Studies. 2002; 9(2):70-79.
Nevin, A., Cardelle-Elawar, M. Dialogic retrospection as a metacognitive action research tool. Australian Journal of Educational & Developmental Psychology. 2003; 3:1-14.
Perrenoud, P. Diez nuevas competencias para enseñar. Barcelona: Graó. 2004.
Revilla, J.C. Los anclajes de la identidad personal. Athenea Digital. 2003. 4:54-67. https://doi.org/10.5565/rev/athenead/v1n4.85
Riveiro, J.M.S., Cabanach, R.G., Arias, A.V. Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology. 2001; 71(4):561-572. https://doi.org/10.1348/000709901158677
Sánchez, P., Zubillaga, A. Las universidades españolas ante el proceso de convergencia europeo: Análisis de las medidas institucionales y acciones de aplicación y coordinación. Revista de Educación. 2005; 337:169-187.
Sayago, Z., Chacón, M., Rojas, M. Construcción de la identidad profesional docente en estudiantes universitarios. EDUCERE. Investigación Arbitraria. 2008; 42:551-561.
Schön, D. El Profesional Reflexivo: cómo piensan los profesionales cuando actúan. Barcelona: Paidós. 1998
Silverman, D. Analysing talk and text. In: N.K. Denzin & Y. Lincoln (Eds.). Handbook of qualitative research. Londres: SagePublications, Inc. 2000.
Tickle, L. Teacher induction: The way ahead. Bukcingham, Philadelphia: Open University Press. 2000.
Urzúa, A., Vásquez, C. Reflection and professional identity in teachers' future-oriented discourse. Teaching and Teacher Education. 2008; 24:193-196. https://doi.org/10.1016/j.tate.2008.04.008
Volkmann, M.J., Anderson, M.A. Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education. 1998; 82(3):293-310. https://doi.org/10.1002/(SICI)1098-237X(199806)82:3<293::AID-SCE1>3.0.CO;2-7
Zabalza, M.A. Competencias docentes del profesorado universitario: calidad y desarrollo profesional. Madrid: Narcea. 2003.
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2012 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
