scholarly journals Teacher Identity and Sociopolitical and Professionalization Demands. An Analysis of Their Relation in Light of a New Systemic Paradigm: the Three-Dimensional Spiral of Sense

2018 ◽  
Vol 5 (1) ◽  
pp. 43-53
Author(s):  
Miriam Aparicio
Keyword(s):  
Teacher Identity ◽  
Teaching Practice ◽  
Three Dimensional ◽  
Shared Representations ◽  
Human And Social Sciences ◽  
Linear Relationships ◽  
Level 3 ◽  
Qualitative Technique ◽  
Formed Part ◽  
Systemic Paradigm

Abstract This research has been done in the field of Education, Sociology and Social and Organizational Psychology and forms part of a larger complementary research program. We cite: 1) Studies carried out with secondary level and university educators seeking to contrast psychosocial and other factors related to teacher training that influence teaching practice and teaching identity, versus feelings of failure, burnout and fatalism. 2) Research with teachers from different countries (Argentina, Spain, France and Paraguay) seeking to observe the weight that the macro-context has on issues that both teachers and their institutions face at the micro-level. 3) Currently, we are continuing this research, though this time analyzing the shared representations that university students have of the most urgent problems their professors face. The methodology utilized was quantitative-qualitative: questionnaires, semi-structured surveys including open phrases which allowed actors to speak freely and, in the case of the French-Argentine research with .with IUFM professors, a special qualitative technique was applied: hierarchical evocation. This allowed us to determine which aspects related to professional pathways (objective and subjective) formed part of the “core” of social or shared representations and which were secondary aspects at the periphery of said core. Our findings show non-linear relationships between study variables - Expectations, Satisfaction and Achievement - and self-sustained interplay along three levels: micro individual, meso organizational and macro social. These are interpreted in light of a new systemic paradigm in human and social sciences: “The Three-Dimensional Spiral of Sense”.

scholarly journals Expectations, Satisfaction and Professional Achievement. An Analysis of their Relation in light of a New Systemic Paradigm: The Three- Dimensional Spiral of Sense

2017 ◽  
Vol 9 (2) ◽  
pp. 54
Author(s):  
Miriam Aparicio
Keyword(s):  
Social Sciences ◽  
Three Dimensional ◽  
The Core ◽  
Human And Social Sciences ◽  
Linear Relationships ◽  
Qualitative Technique ◽  
Professional Achievement ◽  
Formed Part ◽  
The Relationship ◽  
Systemic Paradigm

This research has been done in the field of Education, Sociology and Social and Organizational Psychology. Issues are taken up from two research studies carried out with researchers and PhDs from different disciplinary fields and national contexts. The relationship between Expectations, levels of Satisfaction and Professional Achievement are analyzed in light of different theories: Expectancy-Valence, Attributional theories, Education theories such as Consumption or Investment / Human Capital and the theory of Anomy. The methodology utilized was quantitative-qualitative: two questionnaires, one semi-structured survey including open phrases which allowed actors to speak freely, one interview and, in the case of the French-Argentine research with PhDs, a special qualitative technique was applied: hierarchical evocation. This allowed us to determine which aspects related to professional pathways (objective and subjective) formed part of the “core” of social or shared representations and which were secondary aspects at the periphery of said core. Our findings show non-linear relationships between study variables – Expectations, Satisfaction and Achievement – and self-sustained interplay along three levels: micro individual, meso organizational and macro social. These are interpreted in light of a new systemic paradigm in human and social sciences, a paradigm which the author defines as “The Three-Dimensional Spiral of Sense”.

scholarly journals The impact of role modeling on the professional identity of pre-service teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 143-152
Author(s):  
Lizette Drusila Flores Delgado ◽  
Irlanda Olave Moreno ◽  
Ana Cecilia Villarreal Ballesteros
Keyword(s):  
Teacher Training ◽  
Professional Identity ◽  
Teacher Identity ◽  
Role Models ◽  
Role Model ◽  
Teaching Practice ◽  
Comparative Method ◽  
Positive Role ◽  
Teacher Mentors ◽  
The Impact

Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher mentors as role models. Information gathered through the constant comparative method of data from the participants taken from their reflective journals, mentor-observations, and self-observations suggests that although working with a positive role model encourages the development of a stronger teacher identity and an improvement in their teaching practice, working with a bad role model can also have the same results.

scholarly journals A base de conhecimentos e a identidade de mentores participantes do Programa de Formação Online de Mentores da UFSCar-Brasil

2017 ◽  
Vol 30 (2) ◽  
pp. 133 ◽  
Author(s):  
Paula Grizzo Gobato ◽  
Aline Maria De Medeiros Rodrigues Reali
Keyword(s):  
Beginning Teachers ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Pedagogical Knowledge ◽  
Experienced Teachers ◽  
Specific Content

O objetivo deste artigo é analisar a base de conhecimentos de professores experientes e participantes do Programa de Formação Online de Mentores da UFSCar-Brasil, bem como responder à seguinte questão: quais dos conhecimentos específicos, pedagógicos e sobre a função de mentor, que o auxiliarão a desempenhar a nova função, podem ser apreendidos nos professores experientes, participantes do Programa de Formação Online de Mentores? O Programa é responsável pela formação de mentores, sua proposta curricular é flexível e foca o desenvolvimento profissional de professores experientes. A investigação qualitativa baseou-se na análise descritivo-interpretativa das narrativas presentes em quatro atividades, realizadas durante o processo formativo, de quatro participantes. Foram analisados conhecimentos pedagógicos gerais, conhecimentos de conteúdo específico, conhecimentos pedagógicos do conteúdo, conhecimentos sobre formação e atuação docente e, por fim, conhecimentos sobre a função de gestor, de mentor e da escola. Como resultado, percebe-se que a base de conhecimentos atribuída ao mentor se assemelha à dos profissionais gestores e formadores de professores, ainda que a prática da mentoria e em sala de aula seja importante para que a base seja continuamente remodelada e aperfeiçoada para melhorar o desempenho do mentor e, possivelmente, dos professores iniciantes por ele acompanhados. Palavras-chave: Programa de Formação Online de Mentores; Identidade docente; Base de conhecimentos para o ensino ABSTRACTThis article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers’ and teacher educators’. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors’ performance and, possibly, of beginning teachers accompanied by them.Keywords: Online Mentor Education Program; Teacher identity; Knowledge base for teaching

scholarly journals PROTEIN TEACHING: AN APPROACH FOR TEACHER TRAINING APPLIED TO STUDENTS OF THE BIOLOGICAL SCIENCES COURSE AT UFRN

2015 ◽  
Vol 13 ◽  
pp. 34
Author(s):  
J. K.S. NASCIMENTO et al
Keyword(s):  
Biological Sciences ◽  
Teaching Practice ◽  
Basic Education ◽  
New Technologies ◽  
Lesson Plan ◽  
Three Dimensional ◽  
Structural Features ◽  
Dimensional Structure ◽  
Educational Models ◽  
Teaching Learning

Teaching biochemistry in higher education is increasingly becoming a challenge. It is notoriously difficult for students to assimilate the topic; in addition there are many complaints about the complexity of subjects and a lack of integration with the day-to-day. A recurrent problem in undergraduate courses is the absence of teaching practice in specific disciplines. This work aimed to stimulate students in the biological sciences course who were enrolled in the discipline of MOLECULAR DIVERSITY (MD), to create hypothetical classes focused on basic education highlighting the proteins topic. The methodology was applied in a class that contained 35 students. Seven groups were formed, and each group chose a protein to be used as a source of study for elementary school classes. A lesson plan was created focusing on the methodology that the group would use to manage a class. The class was to be presented orally. Students were induced to be creative and incorporate a teacher figure, and to propose teaching methodologies for research using the CTS approach (Science, Technology and Society). Each group presented a three-dimensional structure of the protein they had chosen, explained their structural features and functions and how they would develop the theme for a class of basic education, and what kind of methodology they would use for this purpose. At the end of the presentations, a questionnaire was given to students in order to evaluate the effectiveness of the methodology in the teaching-learning process. The activity improved the teacher’s training and developed skills and abilities, such as creativity, didactical planning, teaching ability, development of educational models and the use of new technologies. The methodology used in this work was extremely important to the training of future teachers, who were able to better understand the content covered in the discipline and relate it to day-to-day life.

LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL DEL MAESTRO DE PRIMARIA DURANTE SU FORMACIÓN INICIAL. EL CASO DE LA UNIVERSIDAD DE BARCELONA

2017 ◽  
Vol 21 (1) ◽  
pp. 103-122
Author(s):  
Beatriz Jarauta Borrasca ◽  
María José Pérez Cabrera
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Education Degree ◽  
Educación Primaria

Resumen:¿Cómo se aprende a ser docente? ¿Cómo influye la formación inicial en la construcción de la profesionalidad e identidad como maestro? Ante estas preguntas, la investigación “Desarrollo del conocimiento profesional a través del plan de estudios del grado de maestro en educación primaria. Perspectivas del alumnado y profesorado” (EDU2012-39866-C02-02), pretende comprender los procesos que los estudiantes del Grado de Magisterio en Educación Primaria, de la Universidad de Barcelona, llevan a cabo para la construcción de su identidad profesional. Para ello, desde una metodología de carácter cualitativo basado en el estudio de casos, se aplicaron diversos instrumentos de recogida de información (tales como relatos, grupos de discusión y entrevistas) que permitieron un acercamiento desde la visión del estudiantado, del profesorado de universidad y del profesorado de centro escolar. A la luz de los resultados obtenidos, puede determinarse la influencia de sus experiencias previas, atravesadas por una elevada motivación que, a medida que avanzan en la formación, va adquiriendo tintes de realidad al asumir cada vez más una mirada desde el punto de vista de futuro maestro, y no tan anclada en la perspectiva del alumno. El hito de mayor relevancia en la construcción de su identidad se produce durante el practicum, pues es el escenario en el que se ponen en cuestión sus ideas, expectativas, preconcepciones… Acompañar la transición entre la idealización inicial de escuela y maestro hacia la recomposición de la profesionalidad y la construcción de su propia identidad, son funciones clave de la formación inicial. Abstract:How does one become a teacher? What makes a teacher? How does initial teacher training influence the development of professionalism and identity as a teacher? Faced with these questions, the aim of the research paper titled "The development of professional knowledge through the Primary Teacher Education Degree programme. Students’ and teachers’ perspectives" (EDU2012-39866-C02-02) is to understand the processes students undergo in the construction of their professional identity while pursuing a Primary Teacher Education Degree at the University of Barcelona. Following a qualitative type methodology based on case study, we used various data collection tools (such as stories, discussion groups and interviews) that allowed us to gain greater insight into the viewpoint of students, university teaching staff and cooperating teachers. In light of the results obtained, it is possible to determine the influence of previous experiences embedded in the high motivational levels of these students. Then, as they advance through their training, they begin to acquire hints of the reality of teaching and gradually assume a teacher’s frame of mind, less anchored in the student's perspective. The most important milestone in the construction of a teacher identity occurs during teaching practice; the setting in which a teacher’s ideas, expectations, preconceptions, etc. are put to the test. Accompanying the transition from the initial idealisation of the school and the teacher towards greater professionalism and the construction a teacher’s own identity are key functions of the initial teacher training.

Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review

2020 ◽  
pp. 088840642092697
Author(s):  
Lingyu Li ◽  
Andrea Ruppar
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Identity ◽  
Professional Competence ◽  
Empirical Studies ◽  
Three Dimensional ◽  
Active Role ◽  
Teacher Agency ◽  
Education Professional Development ◽  
Academic Search

Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive. The purposes of this systematic review are to synthesize existing theories of teacher agency and summarize factors enhancing or constraining teacher agency for inclusive education. Implications for teacher education, professional development, and future studies were discussed. The electronic databases Academic Search Premier, Education Research Complete, ERIC, and PsycINFO were systematically searched for articles published until January 2019. Nine empirical studies were identified to inform the three-dimensional (i.e., iterational, practical-evaluative, projective) and temporal-relational nature of teacher agency, with inclusive teacher identity, professional competence, inclusive professional philosophy, autonomy, and reflexivity as its five core aspects.

Embedding Indigenous Perspectives in Teaching School Science

2011 ◽  
Vol 40 ◽  
pp. 18-22 ◽  
Author(s):  
Subhashni Devi Appanna
Keyword(s):  
Science Teachers ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Academic Failure ◽  
School Science ◽  
Senior Year ◽  
Science Culture ◽  
Effective Strategies ◽  
Indigenous Perspectives ◽  
Learning School

Some Indigenous students are at risk of academic failure and science teachers have a role in salvaging these equally able students. This article firstly elucidates the research entailed in Indigenous science education in Australia and beyond. Secondly, it reviews the cultural and language barriers when learning science, faced by middle and senior year students of Aboriginal and Torres Strait Islander descent. Finally, it outlines the effective strategies that science teachers could adopt to better engage these students in learning school science. In summary, the article will highlight the need for teachers to realise the importance of crossing borders from teachers' school science culture to students' culture. This holds implications for teaching practice and teacher identity in today's classroom.

scholarly journals Sobre Ser-Professor: modos de identificação da prática docente por professores de língua portuguesa em formação

2019 ◽  
Vol 12 (2) ◽  
pp. 75
Author(s):  
Neluana Leuz de Oliveira Ferragini ◽  
Érica Danielle Silva
Keyword(s):  
Undergraduate Students ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Teaching Methodology ◽  
Sociocultural Perspective ◽  
Teacher Qualification ◽  
Palabras Clave ◽  
Data Assessment ◽  
Investigación Cualitativa ◽  
Interpretative Research

O presente trabalho tem por objetivo verificar os modos de identificação docente, a fim de compreender a multiplicidade de vozes que constituem a construção do ser-professor em práticas de formação inicial de um curso de Letras, habilitação única em Língua Portuguesa. A investigação decorre, em especial, da análise dos processos teórico-práticos pelos quais os acadêmicos do curso passam e da perspectiva político e sociocultural em que estão inseridos e que os permitem, ou não, construir uma identidade docente. Isso posto, o estudo em tela decorre de uma investigação qualitativa-intrepretativista, construído pela análise de documentos oficiais e das respostas dada a um questionário aplicado na disciplina Metodologia do Ensino de Língua Portuguesa I aos alunos do terceiro ano de Letras-Português. O texto é construído a partir de três eixos: a) o modo como os documentos oficiais e teóricos compreendem a identidade profissional de Letras; b) a abordagem dessa temática pelo Projeto Político pedagógico do curso e c) as formas de identificação dos próprios acadêmicos. A apreciação dos dados e a ponderação da análise realizada nos permite visualizar que professores estamos formando, abrindo espaço para reflexões e estudos futuros e encaminhamentos mais adequados às necessidades nos componentes curriculares. Palavras-chave: Formação profissional. Professor de Língua Portuguesa. Identidade docente.About being teacher: identification modes of teaching practice by pre-service portuguese teachersAbstractThe present work aims to verify the identification modes of teaching practice in order to understand the multiplicity of voices that constitute the construction of being teacher in practices of initial formation of a Letter’s course, single qualification in Portuguese Language. The investigation derives especially from the analysis of theory-practice processes experienced by the undergraduate students and from the political and sociocultural perspective in which they are inserted and which allows them, or not, to build up a teacher identity. That being said, this study is characterized as a qualitative-interpretative research, originated from the analysis of official prescriptive documents and from the answers given to a questionnaire run in the discipline of Portuguese Teaching Methodology I to students enrolled in the third grade of the Letters course. The text is structured in three axes: a) the way official documents understand the professional Letters’ identity; b) the approach to this theme by the course’s Political Pedagogical Guidelines and c) the self-identification modes presented by the undergraduate students. The data assessment and the analysis weighting help to visualize the type of teachers we are preparing, opening spaces for reflection, future studies and more accurate actions towards the necessities present in the curriculum components.Key-words: Teacher qualification. Portuguese Language Teacher. Teacher identity.Sobre Ser-Profesor: modos de identificación de la práctica docente por profesores de lengua portuguesa en formaciónResumenEl presente trabajo tiene como objetivo verificar los modos de identificación docente, a fin de comprender la multiplicidad de voces que constituyen la construcción del Ser-Profesor en prácticas de formación inicial de un Curso de Letras, habilitación única en portugués. La investigación considera especialmente el análisis de los procesos teórico-prácticos por los cuales los académicos del curso pasan, así como la perspectiva política y sociocultural en la que están incluidos, lo que les permite o no, construir una identidad docente. Tras abordar todo, el estudio se basa en una investigación cualitativa e interpretativa teniendo en cuenta análisis de documentos oficiales y respuestas a un cuestionario aplicado en la asignatura de Metodología de la Enseñanza de Lengua Portuguesa I a los alumnos del tercer año de Letras-Portugués. El texto tiene tres ejes temáticos: a) la manera como los documentos oficiales y teóricos entienden la identidad profesional de Letras; b) el enfoque de esa temática según el Proyecto Político Pedagógico del curso y c) las maneras con que los estudiantes se identifican a sí mismos.  La apreciación de los datos y la ponderación del análisis realizada nos permiten visualizar qué profesores estamos formando, abriendo espacio para reflexiones, estudios futuros y orientaciones más adecuadas a las necesidades de los componentes curriculares. Palabras-clave: Formación profesional. Profesor de Lengua Portuguesa. Identidad docente.

Research and Practice on New Measuring and Drafting Mode of Mechanical Drawing Based on Reverse Engineering

2012 ◽  
Vol 239-240 ◽  
pp. 645-648 ◽  
Author(s):  
Dong Yang Fang ◽  
Ai Mei Zhang ◽  
Yi Qiu
Keyword(s):  
Reverse Engineering ◽  
Point Cloud ◽  
Teaching Practice ◽  
Geometric Model ◽  
Three Dimensional ◽  
Surface Shape ◽  
Modern Engineering ◽  
Innovative Idea ◽  
Part Surface ◽  
Graphics Processing

New mode of measurement and draft in mechanical drawing based on reverse engineering is presented to reflect the idea of modern engineering design on teaching practice. Traditional measurement tools are replaced by three-dimensional scanner, whereas graphics processing is performed by using CAD technology. The processing includes three steps. Firstly, point cloud of part surface shape is obtained through scanning. Secondly, point cloud images are joined, filtered and latticed in Geomagic, which is application software of CAD. Finally, the processed point cloud is imported into Catia to reconstruct surface and three-dimensional geometric model. An innovative method of measurement and draft is accordingly proposed, which combines teaching and practices and helps to cultivate the innovative idea and abilities of students.

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