Cinco formas de ser maestro/a de escuela

Antoni Badia, Eva Liesa, Lorena Becerril, Paula Mayoral


Este estudio exploratorio describe cinco identidades de maestros de escuela con cinco configura-ciones diferentes de I-posiciones. Treinta y un participantes fueron entrevistados a través de una entrevista escrita, y los datos se analizaron mediante procedimientos cualitativos y cuantitativos. Los resultados revelaron treinta tipos de I-posiciones, clasificadas en nueve posiciones institucio-nales. Además, se identificaron cinco categorías de "formas de ser" maestro de escuela, denomi-nadas de la siguiente forma: (1) Dedicados principalmente a la instrucción y colaboración con co-legas; (2) Dedicados principalmente a la instrucción y la relación con las familias; (3) Dedicados principalmente a la instrucción, la mejora de la práctica y la colaboración con colegas; (4) Dedi-cados principalmente a la educación y la instrucción, la mejora de la práctica, la colaboración con colegas y la relación con las familias; y (5) Dedicados principalmente a la instrucción, la mejora de la práctica, la colaboración con colegas, la relación con las familias y la gestión de la escuela.

Palabras clave

Educación; Personal docente; I-posición del profesor; Identidad del profesor

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