Five ways of being a schoolteacher

• Main Authors: Antoni Badia, Eva Liesa, Lorena Becerril, Paula Mayoral
• Format: Article
• Language: Catalan
• Published: Universitat Autònoma de Barcelona 2020-08-01
• Series: Quaderns de Psicología
• Subjects: Education; Education personnel; Teacher’s I-position; Teacher identity
• Online Access: https://www.quadernsdepsicologia.cat/article/view/1563

This exploratory study consists of a description of the five schoolteachers’ identities that showed five different configurations of teacher’s I-positions. Thirty-one participants were interviewed via a writ-ten survey, and data were analysed using qualitative and quantitative procedures. The findings re-vealed thirty I-positions held by the teachers, classified into nine broader institutional positions. Addi-tionally, five broad categories of “ways of being” a school teacher were identified and labelled as follows: (1) teachers engaged mainly in instruction and collaboration with colleagues; (2) teach-ers engaged mainly in instruction and building a relationship with families; (3) teachers engaged mainly in instruction, improving educational practice, and collaboration with colleagues; (4) teachers engaged mainly in education and instruction, improving educational practice, collaborat-ing with colleagues, and building a relationship with families; and (5) teachers engaged mainly in instruction, improving educational practice, collaboration with colleagues, building a relationship with families, and collaboration in the management of the school.