Experience and identities in re-construction

Experience and identities in re-construction

The objective of the current research seeks at understanding how affects the knowledge re-construction, the professional action and the reconstitution of the teaching identity, the changes that have taken place in the last decades, the educational policies, the legislation, institutional ch...

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Bibliografische gegevens
Hoofdauteurs:	Sarmento, Teresa, Martins, Rosana Maria, Albuquerque Rocha, Simone, Leal da Costa, Conceição
Formaat:	Online
Taal:	por
Gepubliceerd in:	Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2020
Onderwerpen:	Biographical narratives; teaching development; teaching experience; professional identity; educational interactions. Narrativas biográficas; formación. experiencia docente; identidad profesional; interacciones educativas. Narrativas biográficas; formação; experiência docente; interação educativa; identidade profissional.
Online toegang:	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11928

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Emotions and Teachers’ Professional Identity: Relations and Incidence
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Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography
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“Yo, al contarle esto, no tengo porque mentir”: identidades etnolingüísticas en las narrativas contadas por los migrantes de retorno nayaritas
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Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher
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Social-emotional skills associated with teacher training and experience for sentimental teachers: para professores atenciosos
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Education and the COVID-19 pandemic: implications for teaching practices and identities in a Colombian teacher training college
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The history of emotions: what the affect of the past tells us
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Pedagogical experiences of Elementary and middle school teachers during the Covid-19 pandemic confinement
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Biographical construction of the pedagogical knowledge of a Venezuelan migrant teacher in Boyacá
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Narrative disputes and history teaching: contributions from a theoretical reflection
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Trayectorias autobiográficas de formación política de una maestra de educación preescolar
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The names of reality. Autofiction in Formas de volver a casa [Ways of Going Home]
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Literature, political subjectivity and education. A Triad for Reflection
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Conceptions of a teacher in his ways to perceive the exercise of investigation from his practice
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Cotidianidad y retos para el profesorado
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Evaluation of professional co-teaching practices
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Teaching experience towards student mistreatment in the COVID-19 pandemic context
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Trajectories of rural teachers, from their narratives
door: Pinilla Benítez, Pedro Martín, et al.
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Experiencias pedagógicas de docentes de básica secundaria y media del municipio de Villa de Leyva durante el confinamiento por pandemia Covid-19
door: Salamanca Pedraza, Mónica Helena
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Tracing the theoretical path of my teaching experience at a private English institute
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Visual sociology in the understanding of identity in childhood
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Emerging political identities: indigenous teachers as a collective subject in Mexico and Colombia (Colonies- 1990)
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A Perspective of Environmental and Geographic Engineering from the Scholarly Production of the Undergraduate Program
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Re-ethnization and Legitimation of Kankuamo Indigenous in Identity Discourses
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The The dynamic process of student-teachers’ construction of identity as future teachers
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Una mirada de la escuela desde las narrativas de los niños y niñas
door: Sáenz Rodríguez, Nadia Jissel
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Women teachers training and life histories in Equatorial Guinea. A prospective study towards 2020
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