Teacher identity of educators working in alternative school settings: Montessori and Waldorf-Steiner
Autor
Orellana-Fernandez, Rosa
Merellano-Navarro, Eugenio
Almonacid-Fierro, Alejandro
Brito, Olivier
Resumen
This article is a qualitative research about the perspective of teachers working in Montessori and Waldorf-Steiner schools, in the Chilean educational context. The objective is to analyze the teacher identity specifically in the types of school, in order to understand the way they interpret, assume and define their work in unique teaching contexts. Semistructured interviews were conducted with six Chilean teachers, which were transcribed and analyzed using Grounded Theory techniques, and then discussed with the participants themselves. The emerging categories highlight that, despite a high Montessori and Waldorf-Steiner pedagogical normativity, teachers recognize a motivating teaching autonomy and describe enabling professional contexts that also contribute to the active construction of their professional self-image. At the same time, they identify themselves as professionals in disruption with the traditional system and part of a small and limited community. Consequently, the hypothesis of a professional identity based on a democracy of learning in the various dimensions of educational work is raised. We suggest delving into the identity arrangements of teachers in different schools, as well as questioning their role in the educational debate beyond their pedagogical boundaries. © This content is licensed under a Creative Commons attribution-type BY 4.0.
Colecciones
Ítems relacionados
Mostrando ítems relacionados por Título, autor o materia.
-
Article
Teachers in dictatorship and democracy: Biographical perspective of teachers at the end of a professional career [Profesores en dictadura y democracia: Perspectiva biográfica de docentes en fin de carrera profesionals] (2020)
Orellana-Fernández R.; Merellano-Navarro E.; Berríos-Villarroel A.; Almonacid-Fierro A. (Revista Brasileira de Educacao, 2020) -
Article
Qualitative perspective in the construction of didactic content knowledge in Physical Education teachers [Perspectiva cualitativa en la construcción del conocimiento didáctico del contenido del profesorado de Educación Física] (2020)
Almonacid-Fierro A.A.; Merellano-Navarro E.; Molina S.F.; Carrizosa M.V.; Fernández R.O. (Federacion Espanola de Docentes de Educacion Fisica, 2019) -
Article
Being a good university teacher: Perspective of program directors and teachers themselves [Buen o buena docente de universidad: Perspectiva del personal directivo de carrera y de los mismos grupos docentes] (2020)
Orellana-Fernández R.; Merellano-Navarro E.; Almonacid-Fierro A. (Universidad Nacional, 2018)