教育中的自我建构:学习者与教师的定位与代理

IF 1 4区 教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL Journal for the Study of Education and Development Pub Date : 2022-07-03 DOI:10.1080/02103702.2022.2102290
A. Ventura, Eva Liesa-Hernández, Mónica Roncacio-Moreno
{"title":"教育中的自我建构:学习者与教师的定位与代理","authors":"A. Ventura, Eva Liesa-Hernández, Mónica Roncacio-Moreno","doi":"10.1080/02103702.2022.2102290","DOIUrl":null,"url":null,"abstract":"Learning and teaching are not only about acquiring a pedagogical knowledge base but are also context-bound, socially-mediated processes of identity construction. How students and educators position themselves as learners and teachers in a diversity of educational contexts affects what and how they learn and teach. The research about positioning and agency in learners and teachers accounts for the inherent tension between innovation and stability, as well as the ways in which their identities are embedded within larger ideological structures and circulating contemporary educational discourses. However, despite recent theoretical and empirical attempts to inte-grate the construction of the self as learners and teachers and their agency in educational research, the question of to what extent the two concepts interact with each other has seldom been explicitly addressed. In this regard, this special issue aims to extend the studies previously published in JSED (Monereo et al., 2013; Prados et al., 2014; Solari, 2017; Ventura, 2017) by addressing these relatively under-researched aspects of the self as learner and teacher in a variety of educational contexts. Potential submissions could strive to answer (but are not limited to) the following questions:","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Constructions of the self in education: positioning and agency of learners and teachers (Construcciones del sí mismo en educación: posicionamiento y agencia de aprendices y enseñantes)\",\"authors\":\"A. Ventura, Eva Liesa-Hernández, Mónica Roncacio-Moreno\",\"doi\":\"10.1080/02103702.2022.2102290\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Learning and teaching are not only about acquiring a pedagogical knowledge base but are also context-bound, socially-mediated processes of identity construction. How students and educators position themselves as learners and teachers in a diversity of educational contexts affects what and how they learn and teach. The research about positioning and agency in learners and teachers accounts for the inherent tension between innovation and stability, as well as the ways in which their identities are embedded within larger ideological structures and circulating contemporary educational discourses. However, despite recent theoretical and empirical attempts to inte-grate the construction of the self as learners and teachers and their agency in educational research, the question of to what extent the two concepts interact with each other has seldom been explicitly addressed. In this regard, this special issue aims to extend the studies previously published in JSED (Monereo et al., 2013; Prados et al., 2014; Solari, 2017; Ventura, 2017) by addressing these relatively under-researched aspects of the self as learner and teacher in a variety of educational contexts. Potential submissions could strive to answer (but are not limited to) the following questions:\",\"PeriodicalId\":51988,\"journal\":{\"name\":\"Journal for the Study of Education and Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2022-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal for the Study of Education and Development\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02103702.2022.2102290\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal for the Study of Education and Development","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02103702.2022.2102290","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

摘要

学习和教学不仅是获取教学知识基础,也是情境约束的、社会中介的身份建构过程。在不同的教育环境中,学生和教育工作者如何将自己定位为学习者和教师,会影响他们学习和教学的内容和方式。关于学习者和教师的定位和代理的研究解释了创新与稳定之间的内在张力,以及他们的身份嵌入更大的意识形态结构和传播当代教育话语的方式。然而,尽管最近的理论和实证尝试整合作为学习者和教师的自我构建及其在教育研究中的代理,但这两个概念相互作用的程度的问题很少得到明确解决。在这方面,本期特刊旨在扩展JSED先前发表的研究(Monereo et al., 2013;Prados et al., 2014;索拉里,2017;文图拉,2017)通过解决在各种教育背景下作为学习者和教师的自我这些相对研究不足的方面。潜在的提交可以努力回答(但不限于)以下问题:
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Constructions of the self in education: positioning and agency of learners and teachers (Construcciones del sí mismo en educación: posicionamiento y agencia de aprendices y enseñantes)
Learning and teaching are not only about acquiring a pedagogical knowledge base but are also context-bound, socially-mediated processes of identity construction. How students and educators position themselves as learners and teachers in a diversity of educational contexts affects what and how they learn and teach. The research about positioning and agency in learners and teachers accounts for the inherent tension between innovation and stability, as well as the ways in which their identities are embedded within larger ideological structures and circulating contemporary educational discourses. However, despite recent theoretical and empirical attempts to inte-grate the construction of the self as learners and teachers and their agency in educational research, the question of to what extent the two concepts interact with each other has seldom been explicitly addressed. In this regard, this special issue aims to extend the studies previously published in JSED (Monereo et al., 2013; Prados et al., 2014; Solari, 2017; Ventura, 2017) by addressing these relatively under-researched aspects of the self as learner and teacher in a variety of educational contexts. Potential submissions could strive to answer (but are not limited to) the following questions:
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
2.30
自引率
12.50%
发文量
25
期刊最新文献
VIVIR CON PILATES CUENTO INFANTIL COMO HERRAMIENTA PARA EL APRENDIZAJE DE LA TEORÍA DE CONJUNTOS BORROSOS EN LAS PRIMERAS EDADES REPENSAR LA EDUCACIÓN INFANTIL Y LA SOCIEDAD DESDE LOS CUIDADOS EJERCITO MI CEREBRO DURANTE EL CONFINAMIENTO PROPUESTA DIDÁCTICA
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1