Servicios Personalizados
Revista
Articulo
Compartir
Educação e Pesquisa
versión impresa ISSN 1517-9702versión On-line ISSN 1678-4634
Resumen
ORELLANA-FERNANDEZ, Rosa; MERELLANO-NAVARRO, Eugenio; ALMONACID-FIERRO, Alejandro y BRITO, Olivier. Identidad docente de profesores(as) que ejercen en escuelas diferentes: Montessori y Waldorf-Steiner. Educ. Pesqui. [online]. 2023, vol.49, e251652. Epub 12-Dic-2023. ISSN 1678-4634. https://doi.org/10.1590/s1678-4634202349251652esp.
This article is a qualitative research about the perspective of teachers working in Montessori and Waldorf-Steiner schools, in the Chilean educational context. The objective is to analyze the teacher identity specifically in the types of school, in order to understand the way they interpret, assume and define their work in unique teaching contexts. Semistructured interviews were conducted with six Chilean teachers, which were transcribed and analyzed using Grounded Theory techniques, and then discussed with the participants themselves. The emerging categories highlight that, despite a high Montessori and Waldorf- Steiner pedagogical normativity, teachers recognize a motivating teaching autonomy and describe enabling professional contexts that also contribute to the active construction of their professional self-image. At the same time, they identify themselves as professionals in disruption with the traditional system and part of a small and limited community. Consequently, the hypothesis of a professional identity based on a democracy of learning in the various dimensions of educational work is raised. We suggest delving into the identity arrangements of teachers in different schools, as well as questioning their role in the educational debate beyond their pedagogical boundaries.
Palabras clave : Teaching identity; Montessori pedagogy; Waldorf pedagogy.