What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach

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

Nicolás Pareja-Arellano

nipareja@unap.cl

Ph.D. Académico en Escuela de Psicología Universidad Arturo Prat Avenida, Chile

Claudio Hernández-Mosqueira

chernandezm@udec.cl

Ph.D. Académico en Escuela de Educación Física Universidad de Concepción Víctor, Chile

Hernán Riquelme-Brevis

hernan.riquelme@uautonoma.cl

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

Metrics

Articles in this issue

DOI: https://doi.org/10.2478/jped-2023-0013 | Journal eISSN: 1338-2144 | Journal ISSN: 1338-1563

Journal RSS Feed

Language: English

Page range: 97 - 122

Published on: Dec 29, 2023

Published by: University of Trnava, Faculty of Education

In partnership with: Paradigm Publishing Services

Publication frequency: 2 issues per year

Keywords:

generativity,

rural teacher education,

teaching context,

identity,

professional development,

pedagogical involvement

Related subjects:

Social sciences,

Education,

Education, other

© 2023 Eduardo Enrique Sandoval-Obando, Nicolás Pareja-Arellano, Claudio Hernández-Mosqueira, Hernán Riquelme-Brevis, published by University of Trnava, Faculty of Education
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Volume 14 (2023): Issue 2 (December 2023)