Session Information
Contribution
The experience that we are presenting is part of the Project I + D + I (SEJ2007-60825/EDU): “School experience, identity and community: Researching collaboratively for the transformation of educational practices” carried out by the research group Teaching, Culture and Education Institution,. We deepen on the categories that emerge from the accounts of three teachers of a school of Almeria (Spain) in a neighborhood distant 28 km., in a rural area on the coast of the natural park of Cabo de Gata. This school consists of students who live geographically dispersed, of which 25% came from different countries (mainly in eastern Europe and northern Africa). At the time of performing this research, the school has kindergarten, primary and junior secondary schools.
To start the research assumed what Bauman (2003: 15-16) calls, shared understanding, from which is possible the participation of subjects as a way of understanding the democratic life (Grossman, Wineburg and Woolworth, 2001: 946). In this report we refer to as teachers build their identity as professionals in education. This is not understood from an individualistic perspective, but from the process of social and cultural construction, in a situation of interaction between subject and context. We understand identity as a continuous process, built from the, social, cultural and political frames (McLure, 1993). Our work starts with the entrance in the school preceded by negotiation procedures and voluntary participation of teachers in the development of in-depth interviews in order to help to build their personal and professional biographies. Three biographical accounts have been made, two teachers (those that have been both the more and less time in the school) and a teacher (with experience in the schools and involved in the socio-cultural environment). For the sake of common understanding we have developed a public document to be submitted for discussion with the teachers, The product of this discussion will be themed to generate a new report.
We suggest as basic question the practices of teachers are characterized by individual practice and little collective engagement in professional tasks. This is a autarkic experience for involved people. On the other hand, the respect of voices and the perspective of participants you can know as school work and bring on new focus for transformation.
We highlight the goals that frame this research:
a. To start and to raise awareness of the importance of collaborative processes between researchers and school community
b. To Mean ways of participation in the investigation of the different actors of the educational community
c. To deepen the narrative strategies of research as a mechanism for the engagement and commitment of individuals and the integration between personal and social dimensions.
Method
Expected Outcomes
References
Bauman, Z. (2003), Community. In search of security in a hostile world. Madrid: Siglo XXI Grossman, P., Wineburg, S. & Woolworth, S. (2001), "Toward a Theory of Teacher Community." Teachers College Record, 103 (6): 942-1012 Mclure, M. (1993). "Arguing for Your Self: identities as an Organizing Principle in Teachers'Job and Lives." Bristish Educational Research Journal, 19 (4) :311-322 Rivas, JI and Herrera, D. (2009). Voice and Education: Narrative as an approach to interpretation of reality. Barcelona: Octahedron
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