WHAT DO WE KNOW ABOUT RURAL TEACHING IDENTITY? AN EXPLORATORY STUDY BASED ON THE GENERATIVE-NARRATIVE APPROACH

• Authors: Sandoval-Obando Eduardo , Pareja-Arellano Nicolás , Hernández-Mosqueira Claudio , Riquelme-Brevis Hernán
• Languages of publication: EN

Abstracts

EN

Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture. 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 analysed 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.

Keywords

EN

GENERATIVITY; RURAL TEACHER EDUCATION; IDENTITY; PROFESSIONAL DEVELOPMENT; CHILE

• Publisher: Faculty of Education, Trnava University
• Journal: Pedagogický časopis (Journal of Pedagogy)
• Year: 2023
• Volume: 14
• Issue: 2
• Pages: 97 – 122

Contributors

author

Sandoval-Obando Eduardo

• Universidad Autónoma de Chile, Escuela de Psicología Claustro Doctorado en Ciencias Sociales, Instituto Iberoamericano de Desarrollo Sostenible (IIDS), v. Alemania 1090 Temuco, Chile

author

Pareja-Arellano Nicolás

author

Hernández-Mosqueira Claudio

author

Riquelme-Brevis Hernán

Identifiers

DOI

10.2478/jped-2023-0013