532
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Three teacher identities in two school education systems: Catalonia and Peru

ORCID Icon

References

  • Akkerman, S. F., and P. C. Meijer. 2011. “A Dialogical Approach to Conceptualising Teacher Identity.” Teaching and Teacher Education 27 (2): 308–319. doi:10.1016/j.tate.2010.08.013.
  • Alvunger, D., and N. Wahlström. 2018. “Research-Based Teacher Education? Exploring the Meaning Potentials of Swedish Teacher Education.” Teachers and Teaching 24 (4): 332–349. doi:10.1080/13540602.2017.1403315.
  • Armat, M. R., A. Assarroudi, M. Rad, H. Sharifi, and A. Heydary. 2018. “Inductive and Deductive: Ambiguous Labels in Qualitative Content Analysis.” The Qualitative Report 23 (1): 219–221.
  • Assen, J. H. E., K. H. Hanneke, F. Meijers, H. Otting, and R. F. Poell. 2018. “How Can a Dialogue Support Teachers’ Professional Identity Development? Harmonising Multiple Teacher I-positions.” Teaching and Teacher Education 73: 130–140. doi:10.1016/j.tate.2018.03.019.
  • Avraamidou, L. 2016. “Intersections of Life Histories and Science Identities: The Stories of Three Pre-service Elementary Teachers.” International Journal of Science Education 38 (5): 861–884. doi:10.1080/09500693.2016.1169564.
  • Badia, A., and S. Iglesias. 2019. “The Science Teacher Identity and the Use of Technology in the Classroom.” Journal of Science Education and Technology 28 (5): 532–541. doi:10.1007/s10956-019-09784-w.
  • Badia, A., and E. Liesa. 2020. “Experienced Teachers’ Identity Based on Their I-positions: An Analysis in the Catalan Context.” European Journal of Teacher Education 1–16. doi:10.1080/02619768.2020.1795122.
  • Badia, A., E. Liesa, L. Becerril, and P. Mayoral. 2020. “A Dialogical Self Approach to the Conceptualization of Teacher-Inquirer Identity.” European Journal of Psychology of Education 35: 865–879. doi:10.1007/s10212-019-00459-z.
  • Barrett, A. 2008. “Capturing the Différance: Primary School Teacher Identity in Tanzania.” International Journal of Educational Development 28 (5): 496–507. doi:10.1016/j.ijedudev.2007.09.005.
  • Beijaard, D., and P. Meijer. 2017. “Developing the Personal and Professional in Making a Teacher Identity.” In The SAGE Handbook of Research on Teacher Education, edited by D. J. Clandinin and J. Husu, 177–192. London: SAGE Publications.
  • Beijaard, D., N. Verloop, and J. Vermunt. 2000. “Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective.” Teaching and Teacher Education 16 (7): 749–764. doi:10.1016/S0742-051X(00)00023-8.
  • Bernstein, B. 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Boulder, CO: Rowman and Littlefield.
  • Biesta, G., and S. Miedema. 2002. “Instruction or Pedagogy? The Need for a Transformative Conception of Education.” Teaching and Teacher Education 18 (2): 173–181. doi:10.1016/S0742-051X(01)00062-2.
  • Canrinus, E., M. Helms-Lorenz, D. Beijaard, J. Buitink, and A. Hofman. 2011. “Profiling Teachers’ Sense of Professional Identity.” Educational Studies 37 (5): 593–608. doi:10.1080/03055698.2010.539857.
  • Canrinus, E., M. Helms-Lorenz, D. Beijaard, J. Buitink, and A. Hofman. 2012. “Self-Efficacy, Job Satisfaction, Motivation and Commitment: Exploring the Relationships between Indicators of Teachers’ Professional Identity.” European Journal of Psychology of Education 27 (1): 115–132. doi:10.1007/s10212-011-0069-2.
  • Consejo Nacional de Educación. 2021. Proyecto Educativo Nacional al 2021: Balance y Recomendaciones 2018–2020. Perú: Consejo Nacional de Educación.
  • Del Mastro, C. 2020. “Políticas Públicas de Formación Inicial Docente en el Perú.” Formação Docente–Revista Brasileira de Pesquisa sobre Formação de Professores 12 (23): 83–98. doi:10.31639/rbpfp.v12i23.282.
  • Departament d’Educació. 2021. Documents per a l’Organització i Gestió dels Centres. Objectius Prioritaris i Línies Estratègiques del Sistema Educatiu. Barcelona: Generalitat de Catalunya.
  • Díaz-Gibson, J., M. Civís, A. Fontanet, S. López, and M. A. Prats. 2019. “School Head Teachers’ Views of the Drive Towards Educational Innovation in Catalonia.” Cultura Y Educación 31 (3): 640–670. doi:10.1080/11356405.2019.1630957.
  • Gee, J. P. 2000. “Identity as an Analytic Lens for Research in Education.” Review of Research in Education 25: 99–125. doi:10.3102/0091732X025001099.
  • Hanna, F., R. Oostdam, S. Severiens, and B. Zijlstra. 2020. “Assessing the Professional Identity of Primary Student Teachers: Design and Validation of the Teacher Identity Measurement Scale.” Studies in Educational Evaluation 64: 100822. doi:10.1016/j.stueduc.2019.100822.
  • Hermans, H. 2015. “Dialogical Self in a Complex World: The Need for Bridging Theories.” Europe’s Journal of Psychology 11 (1): 1–4. doi:10.5964/ejop.v11i1.917.
  • Hermans, H., H. Kempen, and R. Van Loon. 1992. “The Dialogical Self: Beyond Individualism and Rationalism.” American Psychologist 47: 23–33. doi:10.1037/0003-066X.47.1.23.
  • Hermans, R., J. van Braak, and H. Van Keer. 2008. “Development of the Beliefs about Primary Education Scale: Distinguishing a Developmental and Transmissive Dimension.” Teaching and Teacher Education 24 (1): 127–139. doi:10.1016/j.tate.2006.11.007.
  • Lamote, C., and N. Engels. 2010. “The Development of Student Teachers’ Professional Identity.” European Journal of Teacher Education 33 (1): 3–18. doi:10.1080/02619760903457735.
  • Maaranen, K., and K. Stenberg. 2020. “Making Beliefs Explicit–Student Teachers’ Identity Development through Personal Practical Theories.” Journal of Education for Teaching 1–15. doi:10.1080/02607476.2020.1749994.
  • Madden, L., and E. Wiebe. 2015. “Multiple Perspectives on Elementary Teachers’ Science Identities: A Case Study.” International Journal of Science Education 37 (3): 391–410. doi:10.1080/09500693.2014.987715.
  • Maxwell, J. 1992. “Understanding and Validity in Qualitative Research.” Harvard Educational Review 62 (3): 279–301. doi:10.17763/haer.62.3.8323320856251826.
  • Meo, A., and A. Tarabini. 2020. “Teachers’ Identities in Second Chance Schools: A Comparative Analysis of Buenos Aires and Barcelona.” Teaching and Teacher Education 88: 102963. doi:10.1016/j.tate.2019.102963.
  • Searle, J. 2010. Making the Social World: The Structure of Human Civilisation. Oxford: Oxford University Press.
  • Stenberg, K., L. Karlsson, H. Pitkaniemi, and K. Maaranen. 2014. “Beginning Student Teachers’ Teacher Identities Based on Their Practical Theories.” European Journal of Teacher Education 37 (2): 204–219. doi:10.1080/02619768.2014.882309.
  • Stenberg, K., and K. Maaranen. 2020. “The Differences between Beginning and Advanced Student Teachers’ Teacher Identities Based on Their Practical Theories.” Education Inquiry 1–15. doi:10.1080/20004508.2020.1716541.
  • Vulliamy, G., E. Kimonen, R. Nevalainen, and R. Webb. 1997. “Teacher Identity and Curriculum Change: A Comparative Case-Study Analysis of Small Schools in England and Finland.” Comparative Education 33 (1): 97–116. doi:10.1080/03050069728668.
  • Welmond, M. 2002. “Globalisation Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of Benin.” Comparative Education Review 46 (1): 37–65. doi:10.1086/324049.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.