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) vTemuco, Chile

Pareja-Arellano, Nicolás

Ph.D. Académico en Escuela de Psicología Universidad Arturo Prat AvenidaChile

Hernández-Mosqueira, Claudio

Ph.D. Académico en Escuela de Educación Física Universidad de Concepción VíctorChile

Riquelme-Brevis, Hernán

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

Langue:: Anglais

Périodicité:: 2 fois par an
Sujets de la revue:: Sciences sociales, Éducation, Éducation, autres

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

Eduardo Enrique Sandoval-Obando

Nicolás Pareja-Arellano

Claudio Hernández-Mosqueira

Hernán Riquelme-Brevis

Publié en ligne: 29 déc. 2023

Pages: 97 - 122

DOI: https://doi.org/10.2478/jped-2023-0013

Mots clésgenerativity, rural teacher education, teaching context, identity, professional development, pedagogical involvement

© 2023 Eduardo Enrique Sandoval-Obando et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
generativity, rural teacher education, teaching context, identity, professional development, pedagogical involvement