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

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

Journal of Pedagogy
Volume 14 (2023): Issue 2 (December 2023)
By: Eduardo Enrique Sandoval-Obando,  Nicolás Pareja-Arellano,  Claudio Hernández-Mosqueira and  Hernán Riquelme-Brevis  
Open Access
|Dec 2023

Authors

Eduardo Enrique Sandoval-Obando

eduardo.sandoval@uautonoma.cl

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

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