1 Work, Professional Development And Teaching Commitment: Deconstructing Meanings EERA Network: 10. Teacher Education Research Rivas-Flores, José Ignacio [email protected] @[email protected] Leite-Méndez, Analía E. [email protected] @[email protected] Cortés-González, [email protected] @[email protected] Medel-Navarro, Ana Belén
2 Preliminary questions Research project: The professional identity of teacher studies. Methodology (based on school experiences accounts) we work with teachers or future teachers in autobiographical accounts in three phases: 3 phases : o 1) Educational accounts of Freshmen Teacher Students; o 2) Accounts about their college experience o 3) Their professional experience once inserted in the school system: ‘professional initiation stories’ The third phase of this research put the focus on the experience of job placement of novel teachers, graduated no more than 5 years. We work with focal groups on professional experience and teacher education accounts of teachers implied in this research. Also, we do biographical interviews to deepen on processes of construction of professional identity.
3 Research Theoretical Frameworks About professional identity construction -Socio-critical perspective (Gergen, 1985; Kincheloe, 2001; Wenger, 1988,....) -Focus on work contexts and personal stories of teachers, -Pre and in-service education: a continuous process -Teacher work displays a kaleidoscopic view on space, time, context,... -Teaching contexts are strongly structured and ruled
4 Methodology -Narrative-biographical research and participatory research -school experiences accounts -Stories and in-depth interviews from teacher students and novice teachers -We collect these stories in the context of a focal group (4 meetings) -Interview to same of the involved teachers: Ana Belén
5 Ana Belén Case Nursery School Teacher / 3 years of experience as teacher / Working in a urban school Data: -Professional Account written by herself -In-depth interview -Focal Group recordings -Analysis axis: Educational models / Evaluation / Assessment / Teacher Idealization / Authority / Discipline Collaborative Analysis between Ana Belén - Researchers
6 Value of higher education as familiar project Memories of significant teachers along school experience Teacher education vs. Training for professional exams Professional beginnings in schools with educational project of change Outcomes
7 ... I cried a lot and soon I was frustrated, but instead of hating school I wanted to see me of the other side....
8 I had a lot of support from the early days, and with the confidence to ask questions when needed. It's true that I have rethought again my poor practical training for dealing with different issues of the classroom, but also my theoretical training in methodology of teaching. So thanks to the literature that every day are giving me my colleagues, I am drenching of "another way of doing" in which I feel much more motivated and I see that my students learn enjoying. I still have many doubts, but I know that will do I don't stop and I go on my training. I see that in my colleagues, they do not stop their education in order to improve with children every day. Previously I didn't know what I wanted; now I know I want to enjoy every day with my students, I want to talk them good, I want to be an example to follow. I feel fortunate to have found an answer so soon. I hope and wish to continue in the school to learn from everyone around me and to continue receiving advises that will help me throughout my personal and professional life.
9 Discussion These focus allow us think critically about settings in which teacher education occurs. Evidence of continuous educative experience, from Nursery School until her job placement Persistence of a strongly academic schooling model, centered on curriculum content. A different teacher education system is necessary, with other relation between academic and professional perspective
10 Conclusions Professional identity as a continuing search A strong educational project at professional beginnings is important to become innovative teacher Which are the social, political, cultural… backgrounds of teacher education in College? How it is possible to generate a innovate perspective of teaching profession, in strongly conservative settings?
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