University professor identity in a classroom and interview situation / La identidad de profesores universitarios en situación de clase y de entrevista.

VENTURA, ANA CLARA

INFANCIA Y APRENDIZAJE

Routledge, Taylor and Francis Group

Lugar: Londres; Año: 2017 vol. 40 p. 531 - 571

0210-3702

We explore teacher identity insituation as privileged scenarios to analyze transactions between the inter and intra-subjective, public and private, as well as among discourse, action and emotion. Through a multi-case study, following a period of class observations we selected and individually interviewed three university professors who evidenced different instructional profiles: direct, inter-direct andinter-constructive. Our aims are identifying these professors repertoires of personal positions and capturing how these repertories vary in regard toinstructional profile. Professors with profiles that combine interpretive and constructive zones, enunciated a greater variety and quantity of internal and external I-positions about academic adversities, emotions, learning and teaching of knowledge. The three professors resorted to shared I-positions regarding the internalization of practices and norms of their educational culture. We conclude that instructional changes do not only involve progressive explicitation about contents and attitudes on learning and teaching, but also about who are and what positions adopts the agents represented as learner and teachers at classroom. PUBLICACIÓN INDEXADA EN: Social Sciences Citation Index, PsycINFO, Scopus, Academic Search Complete, Academic Search Premier, Education Research Complete, ERIH, FRANCIS, IRESIE, Latindex, ISOC, PIO.