What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2023-12-01 DOI:10.2478/jped-2023-0013

Eduardo Sandoval-Obando, Nicolás Pareja-Arellano, Claudio Hernández-Mosqueira, Hernán Riquelme-Brevis

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引用次数: 0

Abstract

Abstract Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture. Objective: To characterize the personal and professional development manifested by educators working in rural schools in Chile. Method: An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analyzed by means of content analysis. Results: Four categories were identified relating to generativity: significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.

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我们对乡村教师的身份认同了解多少？基于生成-叙事方法的探索性研究

摘要对后代发展的兴趣和承诺所体现的生成性是教学文化的一个相关维度。目的了解在智利农村学校工作的教育工作者的个人和职业发展特点。研究方法：在探索性、横断面和非实验设计的基础上，采用了一种解释性定性方法。目的性样本包括 18 名教育工作者，平均年龄 60 岁，在智利大都会、阿劳卡尼亚和洛斯里奥斯地区的农村学校工作了 33 年。在数据收集方面，从叙事生成的角度进行了深入访谈。对访谈内容进行了分析。结果：确定了与生成性有关的四个类别：重要的人生经历、生成性发展的教学维度、生成性-扩张性成人期和个人成长。讨论了生成性对教学实践的影响，以及它塑造超越学校时空的教育遗产的方式。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.