Crisis and Reconstruction of Teachers’ Professional Identity: The Case of Secondary School Teachers in Spain

While the teachers’ identity crisis is a recurring dilemma, it has acquired its own set of characteristics at the end of modernity. In addition, there are characteristics specific to secondary school teachers in Spain. Therefore, this topic must be placed within the broader framework of the modernit...

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Bibliographic Details
Published in:The open sports sciences journal Vol. 7; no. 1; pp. 106 - 112
Main Authors: Bolívar, Antonio, Domingo, Jesús, Pérez-García, Purificación
Format: Journal Article
Language:English
Published: Betham Open 2014
Subjects:
Education
Humanities and Social Sciences
late modernity
Lehrer
narrative research
teacher's professional identity
lower secondary education
поздняя современность
investigación narrativa
هوية المدرس المهنية
recherche narrative
الحداثة المتأخرة
España
后现代
narrative research
教师职业认证
modernidad tardía
identidad profesional del profesor
中等教育
среднее образование
西班牙
Espagne
叙事研究
educación Secundaria
التعليم الثانوي
Spain
профессиональная идентичность преподавателя
Modernité tardive
teacher's professional identity
identité professionnelle du professeur
البحث السردي، اسبانيا
Late modernity
Enseignement secondaire
дискурсивное исследование
ISSN:1875-399X, 1875-399X
Online Access:Get full text
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Summary:While the teachers’ identity crisis is a recurring dilemma, it has acquired its own set of characteristics at the end of modernity. In addition, there are characteristics specific to secondary school teachers in Spain. Therefore, this topic must be placed within the broader framework of the modernity crisis and the academic community. From a narrative-biographical perspective, identities are constructed within a socialization process, like a story. This article describes the design of a study on the professional identity crisis of secondary school teachers in Spain. The study sequentially combines different individual interviews and focus groups. The research can be considered a collective case study , a multiple case study (individual interviews), and a greater collective study (focus groups). Finally, this article presents some of the study’s main conclusions. Identity is crucial to how teachers construct the nature of their work on a daily basis (motivation, satisfaction and competence). Therefore, and given the current crisis, it is necessary to evaluate alternative discourses that can lead to better school systems and a reconstruction of teachers’ identity in the academic community.
ISSN:1875-399X
1875-399X
DOI:10.2174/1875399X01407010106