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Rivas Flores, J.I. (1); Leite Méndez, A.E. (2) y Ruiz, R. (3)
(1)i_rivas@uma.es, (2)aleite@uma.es, (3)
Istambul, september 9-13, 2013
*
Previous
School
Experience
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*
Space
Time
IDENTITY LIKE
NARRATIVE
Culture
OUTCOMES
School
experiences
routines
Idealization
of teacher
Evaluation as
continued
practice in
school
Authority,
discipline
and order
“I have always loved children”
- It highlights issues that represent ​socially accepted
and respected values .
- Strong empathy with some teachers.
- Emphasis on Children as work object.
Priority of School Tasks
- Routines define the activity of teaching
- Emphasis on methodological and curricular issues
- Strong structuring of space, time and school relationships
- They establish what is learned and for what
Absences:
- Participation of families and community
- Gender or interculturalism issues.
Evaluation: “our daily bread”
- It sets the value and significance of the task
- It creates learning fiction
- It involves the classification, control and hierarchy
- It sets the conditions for participation
“Order is required to teach”
- The order is an end in itself
- It sets the authority in the classroom
- It promotes the culture of cheating and appearance
- The purpose is the "good behaviour"
- It is a feature of “good teaching”
DISCUSSION
- The teaching profession is seen as "a job" (set, static and valid for all contexts
and subjects)
- Teacher's identity is strongly focused on the tasks
- Loss of perspective "Redemptorist" of modernity
- The whole experience is a structured and regulated activity
- Patrimonialistic perspective of the school (for the loss of political value and the
lack of other actors)
- This way of classroom organization sets out learning processes:
- what is learned and for what.
- The task for the task itself, the effort for the effort ...
- These tasks are attractive to students.
- Order is necessary for making tasks
- Marks are needed to value the task
- The neoliberal moral is becoming part of teacher professional model of
teacher students (value of the results above all things / short-termism ...)
CHALLENGES
- Involve teacher student in experiences of educational change (alternative models)
- Change the educational experience in College
- Take into consideration the professional knowledge that they bring
- Break the individualistic perspective of teachers
- Give value to the democratic, collaborative and inclusive institutional perspective
- Integrate Teacher Training in school: building bridges between institutions
(University / School / Teacher Centers / ...)
- And many more ...
THANK YOU
*Rivas Flores, J.I. (1); Leite Méndez, A.E. (2) y Ruiz, R. (3)
(1)i_rivas@uma.es, (2)aleite@uma.es, (3)