A sociocultural framework for exploring pre-service teacher dispositions: the role of experience and situation

• Hongzhi Yang ^[1] ; Lina Markauskaite ^[1]
  1. [1] University of Sydney

     University of Sydney

     Australia

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 35, Nº 2, 2023, págs. 342-383
• Idioma: inglés
• DOI: 10.1080/11356405.2023.2177006
• Títulos paralelos:
  • Un enfoque sociocultural para el estudio de las tendencias de los profesores en prácticas: el papel de la experiencia y la situación
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Las tendencias de los profesores son importantes en la educación de los maestros. Aunque las investigaciones previas reconocen la importancia del contexto y la experiencia, y su impacto sobre las tendencias de los profesores en prácticas, la relación entre estos y las tendencias requiere un mayor esfuerzo de conceptualización y clarificación. El presente artículo se apoya sobre el concepto vygotskiano de perezhivanie para desarrollar un marco integrador para el análisis del desarrollo de las tendencias de los profesores dentro de situaciones sociales. En este trabajo se muestra cómo cambian las tendencias de los profesores en prácticas en relación con los distintos contextos de experiencia práctica en la enseñanza, confirmando la relevancia del marco integrador que aquí proponemos. Los datos incluyen entrevistas individuales, diarios de reflexiones y recursos de enseñanza empleados por 11 profesores durante dos períodos de practicum. Se emplean dos casos detallados de profesoras en prácticas para ilustrar cómo los elementos principales que conforman sus tendencias (sensibilidad, agencia e inclinaciones) son mediados por su perezhivanie e interactúan entre sí y con situaciones sociales específicas

  • English

    Teacher dispositions are important to teacher education. Although research recognizes the importance of context and experience in shaping pre-service teachers’ dispositions, the relationship between them and dispositions needs to be conceptualized and elucidated. This paper draws on Vygotsky’s concept of perezhiva-nie to develop an integrative framework for analysing the devel-opment of teachers’ dispositions within social situations. It illustrates the value of this framework by showing how pre-service teachers’ dispositions have been changing in relation to different contexts of practical teaching experience. Data included individual interviews, reflection journals and teaching resources from 11 pre- service teachers during two practicums. The detailed cases of two pre-service teachers are used to illustrate how the main elements of their dispositions — sensitivity, agency and inclination — are mediated by their perezhivanie and interact with each other and specific social situations.

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