Teacher identities and other teaching identity phenomena in militant teachers. Biographical constructions mediated by the experience in participants of teaching groups after 2015 in Chile
In a context of a teacher identity crisis, of educational policies that question traditional teacher identities, we wonder about the teacher identity in activists of teacher groups, after the teacher mobilizations of the 2014-5 period. We were particularly interested in the narrative identity, that...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/249799 |
| Acceso en línea: | https://hdl.handle.net/10533/249799 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Psicología Psicología (Incluyendo la relación hombre-máquina) |
| Sumario: | In a context of a teacher identity crisis, of educational policies that question traditional teacher identities, we wonder about the teacher identity in activists of teacher groups, after the teacher mobilizations of the 2014-5 period. We were particularly interested in the narrative identity, that is, the particular biographical identity, in order, from this construct, to account for other identity phenomena: identity crisis, negative identity, multiple selfs, false identity and positive identity. To carry out this research, six teachers - four women and two men - with different years of teaching experience - two with less than ten years, one between ten and twenty years, three with more than twenty years - were interviewed. They participated in the mobilizations of the period and, in addition, they have been active in some of the educational groups - three from the "Movimiento por la Unidad Docente" [Movement for Teaching Unity], three from the "Movimiento Pedagógico Sexta" [Sixth Pedagogic Movement] -. Qualitative methodology, biographical-narrative method and, in particular, provoked autobiographical self-thematization technique were used. A total of 18 interviews were carried out that reported both six particular stories of history and teaching, including both participation in teacher mobilizations and experience of activism in collectives. In addition, the different experiences between participants were compared and, finally, the different educational biographical identity phenomena found were identified and compared. Among the most important findings are: the construction of a typology of positive teacher identities in four areas - classroom, community, union and social -, the discovery and characterization of the intellectual-transformative teacher identity and, finally, the discovery of other phenomena identitaries — namely, identity lysis, identity underpinning, and identity deprivation. The scope of the methodology and the perezhivanie unit of analysis are discussed. |
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