Classical Myth in the University: A Contribution to Professional Teacher Development

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Title: Classical Myth in the University: A Contribution to Professional Teacher Development
Authors: Giner Gomis, Antonio | Iglesias Martínez, Marcos Jesús | Lozano Cabezas, Inés
Research Group/s: Grupo de Investigación Interdisciplinar en Docencia Universitaria (GIDU)
Center, Department or Service: Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas
Keywords: Higher education | Teacher identity | Educational research | Qualitative research | Myths
Knowledge Area: Didáctica y Organización Escolar
Issue Date: 27-Nov-2018
Publisher: Canadian Center of Science and Education
Citation: International Education Studies. 2018, 11(12): 1-11. doi:10.5539/ies.v11n12p1
Abstract: The use of Classical Greek myth as a narrative and metaphorical tool can contribute to the construction of a professional teaching identity. Adopting a biographical narrative approach, the present study sought to assess this contribution in a group of teacher and researcher trainees undertaking a postgraduate university course. The construction of personal narratives used for collective interpretation by the participants that generated them was analysed and interpreted in relation to the development of teacher professionalism. Our findings show the effective activation of metacognitive processes in order to rethink teacher professionalism from a narrative point of view. Using the structure and content of Classical myths as a scaffold, participants established valuable reflections on crucial aspects of teaching, identifying personal achievements and conquests as well as fears and insecurities. The structures latent in myth provided an effective framework with which to project and identify at least three hermeneutical themes—symbolism, function and structure—that form constituent elements of professional identity and are not only intertwined but are also constituted within a community of practice. Thus, Greek myths continue to offer an interesting cognitive and emotional scaffold that contributes to teacher professionalism, facilitating the formulation of a reflective, collaborative and personal meaning of identity which brings together personal teaching experiences and knowledge and is necessarily shared with the surrounding community of practice.
URI: http://hdl.handle.net/10045/84687
ISSN: 1913-9020 (Print) | 1913-9039 (Online)
DOI: 10.5539/ies.v11n12p1
Language: eng
Type: info:eu-repo/semantics/article
Rights: This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
Peer Review: si
Publisher version: https://doi.org/10.5539/ies.v11n12p1
Appears in Collections:INV - GIDU - Artículos de Revistas

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