<abstract xmlns="http://www.w3.org/1999/xhtml">

Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture.
<italic>Objective:</italic> To characterize the personal and professional development manifested by educators working in rural schools in Chile.
<italic>Method:</italic> An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analyzed by means of content analysis.
<italic>Results:</italic> Four categories were identified relating to generativity: significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.
</abstract>

Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture.
Objective: To characterize the personal and professional development manifested by educators working in rural schools in Chile.
Method: An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analyzed by means of content analysis.
Results: Four categories were identified relating to generativity: significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.

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

Journal of Pedagogy

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

Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture.
Objective:...

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

Pubblicato online: 29 dic 2023

Pagine: 97 - 122

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

Parole chiave
generativity, 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.

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

Pubblicato online: 29 dic 2023

Pagine: 97 - 122

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

Parole chiavegenerativity, 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.

Parole chiave
generativity, rural teacher education, teaching context, identity, professional development, pedagogical involvement