10 SES 07 B, Parallel Paper Session
Parallel Paper Session
Teaching can be seen as a helping profession insofar as it is an activity involving complex, multidimensional interaction processes in which professional knowledge is formed and used to foster the development of people and societies (Hugman, 2005). ‘Helping’ is taken here not only in the clinical sense assigned to it by Rogers (1976), but also in the psychosocial sense that sees intervention within certain professions as a work produced in human relationships (Hawkins and Shohet, 2006).
It can be argued that the ‘helping’ aspect is as an integral part of teaching professionalism and an essential factor in the teacher educator´s identities. Dubet (2002) says that teaching, alongside with health and social work, is ‘work about the “other”’, that is, work that explicitly aims to change the ‘other’. According to the same author (Dubet, 2002) teaching as an occupation was constituted by reference to a “modern institutional programme” – a social process within which values and principles were turned into action and subjectivity via specific and organised professional work. Teacher education was accomplished in an extremely complex social-historical process full of tensions and contradictions of a varied nature (cf. Nóvoa, 2009). It was the “institutional programme” that made possible in the past to coordinate and give meaning to the three levels of professional action of these professionals – the social control, the service and the relation (Dubet, 2002).
Currently, these professionals are confronted by contradictory exigencies (Derouet, 2010). The context of ‘school crisis’ (within the crisis of modern institutions in the late modernity) is taking teaching profession to face challenges that are forcing community to rethink initial training conditions. Looking for new institutional and individual identities, pre service teacher education has changed profoundly in recent decades, in terms of the academic degrees it confers, the curriculum, the training context and its relations with working contexts (cf. Lopes and Pereira, 2012; Korthagen, 2004).
According to Dubar (2002), the process of constructing professional identities is characterised by a dual biographical and relational transaction. As a secondary socialisation process, pre service teacher education is responsible for creating the conditions to access the specialised field of education knowledge and teacher educators are nuclear in this process.
This is why it is important to find out and to understand the situated identities of teachers educators, that is, the organisation of various personal and social identities of an individual in a certain context, such as the pre service teacher education one (Hewitt, 1991).
This paper presents exploratory data about teacher educators’ identities, collected as part of a larger research project on initial education of helping professionals (teachers and nurses) and the educators’ identities. This project aims at: acquiring knowledge about teacher educators’ identities as situated identities; building knowledge about teaching as a helping profession; making proposal of training modalities and organisation. The aim of this exploratory study is to identify relevant aspect about teacher educators in their training context in order to inform further deeper data collection.
Boyd, P. & Harris, K. (2010). Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36(1-2), 9-24. Boyd, P. (2010). Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development, 15(2), 155-165. Derouet, J.-L. (2010). Crise do projeto de democratização da educação e da formação ou crise de um modelo de democratização? Algumas reflexões a partir do caso francês (1980-2010). Educação e Sociedade, 31, 112, pp 1001-1027. Dubar, C. (2006). A crise das identidades: a interpretação de uma mutação. Porto: Edições Afrontamento. Dubet, F. (2002). Le déclin de l’institution. Paris: SEUIL. Hawkins, P. & Shohet, R. (2011). Supervision in the helping professions. Open University Press. Hewitt, J. P. (1991). Self and society: a symbolic interactionist social psychology. Boston: Allyn and Bacon. Hugman, R. (2005). New approaches in ethics for the caring professions. Basingstoke: Palgrave Macmillan. Knight, P., Tait, J. & Yorke, M. (2006) The professional learning of teachers in higher education, Studies in Higher Education, 31(3), 319–339. Korthagen, F. A. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97. Korthagen, F. A. (2001). Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah: Lawrence Erlbaum Associates. Lopes, A. & Pereira, F. (2012). Everyday life and everyday learning: the ways in which pre-service teacher education curriculum can encourage personal dimensions of teacher identity. European Journal of Teacher Education. 35(1), 17-38. Nóvoa, A. (2009). O passado e o presente dos professores. In A. Nóvoa (org.). Profissão Professor (pp. 13-34). Porto: Porto editora. Rogers, C. (1976). Tornar-se Pessoa. Porto: Moraes.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.