Teachers’ professional identity as inquirers: the voice of teacher educators

• M. Giralt-Romeu ^[1] ; E. Liesa ^[1] ; M. Castelló ^[1]
  1. [1] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
• Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 775-778
• Idioma: inglés
• Enlaces
  • Texto Completo Libro (pdf)
• Resumen

  • This study reports on teacher educators’ perceptions of research in teacher professional identity.Teachers, as professionals, needs more than just develop and acquired teaching and managementskills. Society demands that teachers develop certain competencies that allow them to face educationalcomplexity. Skills such reflection thinking, use educational research to improve their practice, produceeducational knowledge and know how to use tools for analysing the context of the education, areessential for teachers in the 21st century. Therefore, it is necessary to educate inquiry-oriented teachersduring the initial teacher education and help them to develop a teacher professional identity asinquirers.The study was guided by two research questions: 1. What are the positions repertoires that teachereducators acknowledge in primary teachers? 2. How is research considered in different positionsrepertoires?Nineteen teacher educators participated in the study through individual self-reports.The results show that the teacher educators acknowledge three main positions in the teacherprofessional identity: as an instructor, as a mediator, and as an inquirer. Considering which position isthe predominant we have identified four different repertoires of positions: mediator position, instructorposition, balanced positions, and mixed position. Related teacher educators’ perceptions about the functionof research we identify differences and similarities between clusters.