Balancing risk and professional identity, secondary school teachers’ narratives of violence

Resumen: Dentro de la línea de investigación sobre el pensamiento de los docentes, en este trabajo se muestran los resultados de un estudio destinado a explorar las ideas y motivaciones de los futuros profesores de educación secundaria sobre la profesión docente y la formación pedagógica necesaria para ser profesor en esta etapa educativa. Mediante el Cuestionario sobre interés por la docencia y la formación inicial (Pontes, Ariza y Sánchez, 2010) se han explorado las opiniones de 353 alumnos y alumnas del curso de formación inicial para la docencia, que constituyen aproximadamente la cuarta parte de los estudiantes de la Universidad de Córdoba en los dos pasados cursos, es decir, los últimos que han cursado el CAP y los primeros que han realizado el Máster de Profesorado de Educación Secundaria. Entre los resultados se ha encontrado que los motivos de interés profesional por la docencia obedecen a diferentes causas y que están relacionados con distintas concepciones previas sobre la profesión y la formación docente. Los resultados obtenidos contribuyen al avance de la investigación sobre el desarrollo inicial de la identidad profesional docente entre los profesores y profesoras en formación y ofrecen claves para la mejora del proceso de formación inicial del profesorado de secundaria.Teaching professional identity of candidates for secondary school teachers Abstract: Within the line of investigation over teacher’s thinking, we show with this paper the results obtained from a research which aim was to explore the ideas and motivation of future secondary school teachers towards the teacher profession and the pedagogic training needed for being teacher in this educational stage. Through the Questionnaire about interest to teaching and initial training (Pontes, Ariza y Sánchez, 2010) we have explored the opinions of 353 students of the course of initial training for teachers, comprising a quarter of the students of the past two courses of the University of Cordoba and being the last students of the CAP and the first of the Master degree. Among the results we have found that professional interests towards teaching obey to different reasons and that these reasons are related to diverse prior conceptions about the teacher profession and its training. The results obtained contribute to the advance of the investigation about initial development of the teaching professional identity of training teachers and provide with some keys for the improvement of the initial training process of the secondary school teachers.

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The professional identity of secondary school teachers in Spain

Theory and Research in Education ◽

10.1177/1477878506069105 ◽

2006 ◽

Vol 4 (3) ◽

pp. 339-355 ◽

Cited By ~ 6

Author(s):

Antonio Bolívar ◽

Jesús Domingo

Keyword(s):

Secondary Education ◽

Secondary School ◽

Professional Identity ◽

Secondary Teachers ◽

Secondary School Teachers ◽

Research Data ◽

Professional Status ◽

Education Reforms ◽

School Teachers ◽

Lower Secondary Education

This article examines the problems of lower secondary education in Spain (ESO, or compulsory secondary education), in view of the implementation of several education reforms, focusing on their effect on the crisis in secondary teachers’ professional identity. Using research data, we analyse their experience of the crisis and the problems involved in rebuilding teachers’ identity in times of change. Finally, some guidelines are provided for reaffirmation of teachers’ professional status.

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Crisis and Reconstruction of Teachers’ Professional Identity: The Case of Secondary School Teachers in Spain

The Open Sports Sciences Journal ◽

10.2174/1875399x01407010106 ◽

2014 ◽

Vol 7 (1) ◽

pp. 106-112 ◽

Cited By ~ 4

Author(s):

Antonio Bolívar ◽

Jesús Domingo ◽

Purificación Pérez-García

Keyword(s):

Secondary School ◽

Focus Groups ◽

Professional Identity ◽

Secondary School Teachers ◽

Identity Crisis ◽

Academic Community ◽

School Teachers ◽

Current Crisis ◽

Individual Interviews

While the teachers’ identity crisis is a recurring dilemma, it has acquired its own set of characteristics at the end of modernity. In addition, there are characteristics specific to secondary school teachers in Spain. Therefore, this topic must be placed within the broader framework of the modernity crisis and the academic community. From a narrative-biographical perspective, identities are constructed within a socialization process, like a story. This article describes the design of a study on the professional identity crisis of secondary school teachers in Spain. The study sequentially combines different individual interviews and focus groups. The research can be considered a collective case study, a multiple case study (individual interviews), and a greater collective study (focus groups). Finally, this article presents some of the study’s main conclusions. Identity is crucial to how teachers construct the nature of their work on a daily basis (motivation, satisfaction and competence). Therefore, and given the current crisis, it is necessary to evaluate alternative discourses that can lead to better school systems and a reconstruction of teachers’ identity in the academic community.

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Managerialism and Its Consequences for Professional Identity: A Comparative Analysis of GPs and Secondary School Teachers

Administration & Society ◽

10.1177/0095399721993744 ◽

2021 ◽

pp. 009539972199374

Author(s):

Wiljan (P.M.A.) Hendrikx

Keyword(s):

Comparative Analysis ◽

Secondary School ◽

Professional Identity ◽

Public Services ◽

Management Practices ◽

Secondary School Teachers ◽

School Teachers ◽

Professional Groups

Literature on the consequences of managerial reform for professionals in public services has often taken the professions as universal phenomenon, unaffected by sectoral heterogeneity. However, focusing on professionals’ own perspectives, this study notes important similarities and variations between professionals from two domains—GPs and teachers. The findings are attributed to professional identity values of excellence, ethics, and engagement, against which reforms were directed, and to the capacity of different professional groups to develop strategies based on these values. Suggesting that the professional identity of specific professions is key creates different conditions and consequences for introducing new management practices.

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Psychological empowerment and work burnout among rural teachers: Professional identity as a mediator

Social Behavior and Personality An International Journal ◽

10.2224/sbp.10241 ◽

2021 ◽

Vol 49 (6) ◽

pp. 1-9

Author(s):

Jinliang Ding ◽

Zechen Xie

Keyword(s):

Secondary School ◽

Professional Identity ◽

Secondary School Teachers ◽

Psychological Empowerment ◽

School Teachers ◽

Rural Teachers ◽

Advance Research ◽

The Relationship ◽

Primary And Secondary School ◽

Work Burnout

We examined the relationship between psychological empowerment and work burnout as mediated by professional identity. Participants were 650 primary and secondary school teachers from nine rural provinces in China. The results indicate that both psychological empowerment and professional identity were significantly and negatively related to work burnout, and that psychological empowerment was significantly and positively associated with professional identity. Furthermore, professional identity partially mediated the relationship between psychological empowerment and work burnout. These findings advance research on the psychology of professional identity by clarifying the relationship between psychological empowerment and work burnout.

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