Learning to Be a Teacher in (un)Changing Times

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-21 - Organizational Culture, Teacher Collaboration, and Student Learning

Abstract

This paper is based on a research project aimed at describing, analysing and interpreting the notions, representations and experiences related to the constitution of the professional identity of Spanish primary school teachers during their initial formation and the first working years. It focuses on the multiple paradoxes novice teachers face in their learning to become a teacher; it explores the (un)changing world teachers have to confront and discusses how the current working conditions are shaping their professional identity. Data was collected through nine micro-ethnographies with nine primary school teachers; and nine focus groups, with forty-nine participants. The results of our analysis can be a source of information, reflection and inspiration for policy makers, teacher educators and teachers ready to learn.

Authors

• Juana M. Sancho-Gil, Universitat de Barcelona

• Fernando Hernandez-Hernandez, Universitat de Barcelona