Artículo
Teachers’ identities in second chance schools: A comparative analysis of Buenos Aires and Barcelona
Fecha de publicación:
02/2020
Editorial:
Elsevier
Revista:
Teaching and Teacher Education
ISSN:
0742-051X
Idioma:
Inglés
Tipo de recurso:
Artículo publicado
Clasificación temática:
Resumen
Second Chance Schools (SCS) aim to provide excluded young people with new opportunities for educational success. However, there is scarce research on teachers’ identities as a crucial factor in understanding how these schools operate as sites of educational inclusion. Based on a comparison between SCS in Buenos Aires and Barcelona, this article argues that this modality of schooling contributes to the configuration of a dominant teacher identity, distant from that forged during the emergence of modern secondary schooling. Three elements feature this identity: the ethics of care, the personalization of teaching and the conception of teaching as a collective endeavour.
Archivos asociados
Licencia
Identificadores
Colecciones
Articulos(SEDE CENTRAL)
Articulos de SEDE CENTRAL
Articulos de SEDE CENTRAL
Citación
Meo, Analía Inés; Tarabini, Aina; Teachers’ identities in second chance schools: A comparative analysis of Buenos Aires and Barcelona; Elsevier; Teaching and Teacher Education; 88; 102963; 2-2020; 1-11
Compartir
Altmétricas