Of Being and Not Being: Colombian Public Elementary School Teachers Oscillating IdentitiesReport as inadecuate




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HOW, v20 n1 p190-205 Oct 2013

This article presents the partial results of a larger study conducted in Bogotá (Colombia) with public elementary school teachers. Given their nature, and since they are equally affected not only by one, but by every policy of the Colombian educational system, the primary school teachers cannot be treated here as if they taught English only. They are responsible for teaching all subjects (math, social studies, physical education, English, Spanish, etc.). Data were collected through focus groups. Partial results show that the teachers' identities range from feeling powerful to feeling powerless, depending on where they stand, that is, the field of knowledge, in the classroom, and in their relationship with the policies makers.

Descriptors: Foreign Countries, Public School Teachers, Elementary School Teachers, Professional Identity, Teacher Responsibility, Focus Groups, Teacher Attitudes, Teacher Empowerment, Teacher Administrator Relationship, Educational Policy, Grounded Theory, Knowledge Level, Professional Autonomy, Decision Making, Neoliberalism, Teacher Role

ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia[at]gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how





Author: Quintero Polo, Álvaro Hernán; Guerrero Nieto, Carmen Helena

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3221&id=EJ1127925



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