Vol. 51 No. 1 (2012): Teacher’s Professional Identity

View Vol. 51 No. 1 (2012): Teacher’s Professional Identity

This thematic aims to propose updated lines of knowledge about the configurations of teachers' existence, specifically on the development of their professional deontology, considering initial training and on-going training programs.

Nowadays, teacher's professional identity is being challenged by the new social and cultural changes of the modern world. In fact, the mass spreading of education, the high speed of knowledge obsolescence, uncertainty, and the quality demands reflected on academic achievements, involve a redefinition and reinvention of teacher's identity.

 

Published: 2012-01-30

Editorial

  • Identity or teaching tradition? Notes for a discussion

    Araceli de Tezanos
    1-28
    DOI: https://doi.org/10.4151/07189729-Vol.51-Iss.1-Art.71

  • Editorial

    Edison Santibañez C.
    DOI: https://doi.org/10.4151/07189729-Vol.51-Iss.1-Art.77

  • Teacher Identity and Academic Requirements: Agreements and Disagreements with the Social Reality

    Manuel Villarruel Fuentes
    29-44
    DOI: https://doi.org/10.4151/07189729-Vol.51-Iss.1-Art.72

  • Training Teachers Today. What do the Future Teachers need to Know?

    Paula Pogré
    45-56
    DOI: https://doi.org/10.4151/07189729-Vol.51-Iss.1-Art.73

  • How do Chilean Teachers see their Identity?

    Beatrice Ávalos, Camen Sotomayor
    57-86
    DOI: https://doi.org/10.4151/07189729-Vol.51-Iss.1-Art.74

  • Proposals for Initial Teacher Training of Secondary Education in Spain

    Ernesto López Gómez
    87-108
    DOI: https://doi.org/10.4151/07189729-Vol.51-Iss.1-Art.75

  • Task and times online records in college students

    Deilis I. Pacheco, Jesús Nicasio García
    109-127
    DOI: https://doi.org/10.4151/07189729-Vol.51-Iss.1-Art.76