Session Information
19 SES 12, The Development of the Postmodern Professional (Part 1)
Symposium
Contribution
This presentation builds on the project The construction of the professional identity of primary school teachers during initial training and the first years at work (MICINN-EDU2010-20852-C02-01) aimed to describe, analyze and interpret the notions, representations and experiences related to the professional identity of primary school teachers in their first working years. From a constructionist position, we are developing 9 ethnographic case studies built on the personal accounts of teachers in their first five year of their professional careers; the observation of their current schools and the interviews with relevant people (in a positive or negative way) for their professional development. From the analyses of the different evidences we’ll be able to: (a) Reveal how teachers’ identity is constructed and changes over time in the particularly complex circumstances of postmodern societies. (b) Place, contrast and explore the meaning given in their process of becoming teachers to the representations and discourse about childhood, teaching and learning, assessment, discipline, the relationship with other colleagues, the families…; (c) Reconstruct how they incorporate or resist to the pedagogical routines; (c) inquire the emotional dimension of becoming teacher, the sorrows or pleasures associated to the kind of teacher they would like to become.
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