Search

Achieving adequate integration and success at school in the post-compulsory stages involving situations where there is a risk of social exclusion is a real identity challenge for adolescents. In this research, we used a convenience sampling and selected two high schools located in Areas in Need of Social Transformation in Seville (southern Spain). We studied the learner identity of all their students in the first and second grade of secondary postcompulsory education (N=70). These students present a trajectory of resilience, as they remained in the education system despite facing many difculties. In this exploratory research, their identity as learners was analysed through an interview applied in a focus group format (N=12), where their supports, strengths and psycho-social obstacles that facilitate/hinder their stay in the education system in the post-compulsory stage were also identifed. Results show that adolescents have a good attitude towards academic training, based on the conviction that, in the future, they will be able to achieve a higher quality of life and a rapid insertion in skilled jobs. The image students have of themselves combines a negative perception of their lack of work habits, the difculty of self-regulation and the little effort made, with a more positive view of their agency in the process, highlighting their intellectual and academic capacity and their efort when they set out to do so. Family, teachers and peers play a role in the resilience and identity construction of the adolescents, through protecting them, developing positive perceptions and expectations, stimulating control and effort and attributing successes and failures to students. Programmes based on the participation of the target group are essential for the design and improvement of psychosocial intervention programmes in these contexts.

In this research, we used a convenience sampling and selected two high schools located in Areas in Need of Social Transformation in Seville (southern Spain). We studied the learner identity of all their students in the first and second grade of secondary postcompulsory education (N = 70). These students present a trajectory of resilience, as they remained in the education system despite facing many difficulties. In this exploratory research, their identity as learners was analysed through an interview applied in a focus group format (N = 12), where their supports, strengths and psycho-social obstacles that facilitate/ hinder their stay in the education system in the post-compulsory stage were also identified. Datasets show the instrument used for data collection, consisting of the LIRESI semi-structured interview script to be applied in focus groups, as well as the coding manual for the responses obtained in the interviews (narratives of the participants), that were fully transcribed.

Cross-cultural differences in autobiographical memory (AM) are associated with cultural variations. in models of the self and parental reminiscing style, but not many studies have analysed the relationship between AM and specific cultural practices such as formal schooling. Theoreticians like Greenfield (2009), Kağitçibaşi (2005) and Keller (2007) have considered formal schooling as an engine towards the model of independence; however, the empirical evidence in this regard is inconclusive: while some studies found evidence of a relation between formal schooling and characteristics of AM, others did not. To solve this inconsistency, the present study compared orally narrated childhood memories of Mexican adults with three different levels of education (from rudimentary literacy to university). Results support a relationship between formal schooling and AM in the predicted direction: More educated participants reported longer, more specific and more self-oriented memories than those with less schooling experience did. Some gender differences were also observed, with males generally reporting more individually and less socially oriented memories than females, except for university level participants. We conclude that these results support Greenfield’s theory about formal schooling as a sociocultural factor that promotes the cultural pathway to independence, as well as complexity and context-boundedness of gender differences in AM. The dimensions of analysis of the responses included in the Dataset are described in the Coding Manual.

We took an approach to educational resilience based on the analysis of learner identity of students that present a trajectory of resilience in severely impoverished neighborhoods. The sample consisted of 132 students from such at-risk neighborhoods, who, despite this risk, completed mandatory secondary education successfully and continue their education beyond that level. They were administered a modified version of the Twenty Statements Test (TST) to measure current and possible selves related to their learner identity. The organization of the self, the emotional valence, the plane of action, the thematic reference, and thematic self-continuity were analyzed, as well as possible selves’ relationship with grade level, gender, and parental formal education. The dimensions of analysis of the responses to the TST included in the Dataset are described in the TST Coding Manual.

La reflexión es un componente vital en las prácticas docentes profesionales. La idea de la que parte la reflexión misma es la importancia de la agencia de los futuros docentes en su propio desarrollo profesional. Nuestro estudio tiene sus raíces en investigaciones recientes sobre la necesidad de apoyar procesos de reflexión entre los estudiantes de magisterio. Desde una perspectiva histórico-cultural, nuestro objetivo es analizar las interacciones discursivas que tienen lugar durante los seminarios colaborativos en una experiencia de innovación dentro de un Prácticum reflexivo, y describir cómo los tutores universitarios apoyan y fomentan la reflexión sobre la práctica. Utilizamos un diseño de casos múltiples en el que cada caso es una unidad de aula formada por una tutora y sus alumnos. El Dataset aporta los informes preliminares de dos de estos casos, con los análisis descritos por objetivos. Cada uno de los casos está descrito en tres partes, que se corresponden con la descripción de los resultados correspondientes a los diferentes análisis realizados, la caracterización de los casos estudiados en función de la formulación de los objetivos del proyecto y la descripción del propósito compartido de la reflexión que construyen conjuntamente los participantes en el caso.

Actualmente no existe una definición consensuada sobre qué son los discursos de odio, por lo que se hace necesario identificar las condiciones que hacen a los individuos o los grupos ser receptores de discursos de odio, de cara a evaluar las medidas que se están tomando para prevenirlos y para contrarrestar sus efectos. Así pues, el objetivo de esta revisión sistemática (RS) es realizar un análisis exhaustivo sobre cuáles son las condiciones que llevan a ser objeto de los discursos de odio (por parte de la comunidad científica, las administraciones públicas y las organizaciones no gubernamentales), a nivel nacional e internacional. Como estrategias de búsqueda y fuentes de obtención de los datos se ha consultado en las bases de datos Web of Science (WOS), ERIC, PsycInfo, y en literatura gris. La RS se realizó en octubre de 2021, incluyendo documentos del año en curso en el momento de la redacción del informe. Se ha elaborado un listado de más de cincuenta condiciones que llevan a ser receptores de los discursos de odio. Se ha concluido que los discursos de odio son una construcción histórico-cultural que dependen del contexto, de la historia y de variables psicológicas y sociales, por lo que no pueden considerarse ni universales ni atemporales. En el ámbito socio educativo es necesario visibilizar los discursos de odio tolerados y analizar los discursos de odio que se observan en el grupo participante, para partir de esos discursos y después trabajar sobre otros discursos de odio durante el proceso.

In at-risk areas of social exclusion, a higher number of adolescents drop out of school. Dropout from compulsory education and early school leaving are associated with unemployment, poverty, and greater health problems, posing a significant threat to the youth’s development and wellbeing. Nevertheless, some students manage to pursue formal education even in high-risk areas, exhibiting resilience. Interwoven between the processes of risk and resilience, the students’ identity development plays a vital role. The present study aimed to analyze the learner identity of students who exhibit a resilience trajectory in areas at risk of social exclusion, and its relation to the degree of risk they face, their academic experience, and their gender. The sample consisted of 132 students from at-risk neighborhoods in Spain who successfully completed compulsory secondary education and continued beyond that level. To measure their academic selves, a modified version of the Twenty Statement Test (TST) was used, which was analyzed using a category system that included four dimensions: organization of the self, emotional valence, plane of action, and thematic reference. The results indicate the participants primarily used personal, positive, evaluative self-descriptions related to the academic world, mostly based on effort. A higher degree of risk was associated to more self-descriptions referring good relationships with others and class attendance, while higher academic experience was associated to more independent selves. The study also found several gender differences. The implications of these findings for research and social intervention in at-risk contexts are discussed.

Achieving adequate integration and success at school in the post-compulsory stages involving situations where there is a risk of social exclusion is a real identity challenge for adolescents. In this research, we used a convenience sampling and selected two high schools located in Areas in Need of Social Transformation in Seville (southern Spain). We studied the learner identity of all their students in the first and second grade of secondary postcompulsory education (N=70). These students present a trajectory of resilience, as they remained in the education system despite facing many difculties. In this exploratory research, their identity as learners was analysed through an interview applied in a focus group format (N=12), where their supports, strengths and psycho-social obstacles that facilitate/hinder their stay in the education system in the post-compulsory stage were also identifed. Results show that adolescents have a good attitude towards academic training, based on the conviction that, in the future, they will be able to achieve a higher quality of life and a rapid insertion in skilled jobs. The image students have of themselves combines a negative perception of their lack of work habits, the difculty of self-regulation and the little effort made, with a more positive view of their agency in the process, highlighting their intellectual and academic capacity and their efort when they set out to do so. Family, teachers and peers play a role in the resilience and identity construction of the adolescents, through protecting them, developing positive perceptions and expectations, stimulating control and effort and attributing successes and failures to students. Programmes based on the participation of the target group are essential for the design and improvement of psychosocial intervention programmes in these contexts.

Reflection is a vital component in professional teaching practices. The idea from which reflection itself stems is that of teachers’ agency in their own professional development. Our study is rooted in recent research into the need to support processes of reflection among student teachers. From a historical-cultural perspective, our aim is to analyze the discursive interactions which take place during collaborative seminars in an innovation experience within a reflective Practicum, and to describe how the university tutors support and foster reflection on practice. We use a multiple case design in which each case is a classroom unit made up of a tutor and her students. We identified 24 types of discursive educational supports or Aids to Joint Reflection. Results indicate a profile characterized by the presence of aids related to three dimensions: dialogical, interpretative and theory-practice relationships. Contributions are made for the training of student teachers and for practicum tutors., La reflexión es un componente vital en las prácticas docentes profesionales. La idea de la que parte la reflexión misma es la importancia de la agencia de los futuros docentes en su propio desarrollo profesional. Nuestro estudio tiene sus raíces en investigaciones recientes sobre la necesidad de apoyar procesos de reflexión entre los estudiantes de magisterio. Desde una perspectiva histórico-cultural, nuestro objetivo es analizar las interacciones discursivas que tienen lugar durante los seminarios colaborativos en una experiencia de innovación dentro de un Prácticum reflexivo, y describir cómo los tutores universitarios apoyan y fomentan la reflexión sobre la práctica. Utilizamos un diseño de casos múltiples en el que cada caso es una unidad de aula formada por una tutora y sus alumnos. Identificamos 24 tipos de apoyos educativos discursivos o Ayudas a la Reflexión Conjunta. Los resultados indican un perfil caracterizado por la presencia de ayudas relacionadas con tres dimensiones: relaciones dialógicas, interpretativas y teoría-práctica. Se realizan aportes para la formación de futuros maestros y tutores de prácticas.

Being in a situation of social exclusion limits the potential of individuals and hinders their possibility to have a dignified life. In order to avoid social exclusion and marginalization, adequate access to formal education is vital. However, continuing education in marginalized neighborhoods poses a great challenge both to individuals and to their sense of self. In the present work, we took an approach to educational resilience based on the analysis of learner identity of students that present a trajectory of resilience in severely impoverished neighborhoods. The sample consisted of 132 students from such at-risk neighborhoods, who, despite this risk, completed mandatory secondary education successfully and continue their education beyond that level. They were administered a modified version of the Twenty Statements Test (TST) to measure current and possible selves related to their learner identity. The organization of the self, the emotional valence, the plane of action, the thematic reference, and thematic self-continuity were analyzed, as well as possible selves’ relationship with grade level, gender, and parental formal education. Results showed that, despite risk, their possible selves had high standards and were positive, reflexive, and connected to their current selves, which regulate and guide the students’ actions towards their goals. Academic experience and high parental formal education were related to the development of more personal and reflexive possible selves, reflecting the appropriation of school-related discourses about the self and the future. Interestingly, none of the variables was related to the emotional valence of self-descriptions. Students with a trajectory of resilience developed a highly positive sense of future self regardless of academic experience, gender, or parental formal education. Implications for resilience theory, identity research, and social intervention in at-risk contexts are discussed.

El presente trabajo de investigación ofrece una aproximación al estudio de la resiliencia educativa a través del análisis de la identidad de aprendiz del estudiantado con trayectoria de resiliencia perteneciente a contextos en riesgo de exclusión social severa. Los datos oficiales muestran cómo multitud de personas abandona la educación formal cada año en España, uno de los países con los más altos índices de abandono de Europa, con serias consecuencias para su desarrollo personal y para el desarrollo de nuestro país. Este proceso afecta en mayor medida a las personas localizadas en los contextos más desfavorecidos, debido a las distintas condiciones estructurales generadoras de desigualdad. Sin embargo, incluso en estos contextos de dificultad, podemos encontrar determinadas condiciones sociales, culturales, materiales e individuales que, en interacción, permiten la adaptación positiva, o resiliencia, de una parte del estudiantado. Desde el marco de la Psicología Cultural y de la teoría del yo dialógico, la presente tesis doctoral analizó los procesos de construcción de la identidad de aprendiz de dicho estudiantado en su adaptación al sistema educativo, unos procesos altamente vinculados a su continuidad educativa. Para ello, se tomó a la población de bachillerato perteneciente a centros de difícil desempeño y localizados en Zonas con Necesidades de Transformación Social de Sevilla como una población que presenta una trayectoria de resiliencia. Esto es así debido a que han completado los estudios obligatorios y continúan su educación más allá de dicho nivel. Empleando esta muestra, la tesis se compone de dos estudios diferenciados, pero complementarios. El primer estudio analizó las características de la identidad de aprendiz presente y futura del estudiantado, así como la manera en la que las instituciones y prácticas culturales dan forma a su construcción. Se emplearon instrumentos escritos tanto cualitativos como cuantitativos, y variables de análisis tales com, This research work offers an approach to the study of educational resilience through the analysis of the learner identity of students with a trajectory of resilience in at-risk contexts. Official data shows that many people drop out of formal education every year in Spain, one of the countries with the highest dropout rates in Europe. This has serious consequences for their personal development and for the development of the country. Due to the diverse structural conditions that generate inequality, dropout rates affect people located in disadvantaged contexts most prominently. However, even in these contexts, we can find certain social, cultural, material, and individual conditions that, in interaction, allow for the positive adaptation of some of these students. This is a process called resilience. From the framework of Cultural Psychology and dialogical self theory, we analyzed the process of learner identity construction of students with a trajectory of resilience in their adaptation to the education system, which is highly linked to their educational continuity. For this, we considered the post-compulsory students from disadvantaged high schools and neighborhoods from Seville, as classified by the Spanish government and local administrators, as a population that presents a trajectory of resilience. We did so because they have completed the compulsory studies and further continue their formal education. Using this sample, the thesis is composed of two differentiated but complementary studies. The first study analyzed the characteristics of the current and future learner identity of the students, as well as the way in which cultural institutions and practices shape its construction. We employed both qualitative and quantitative written instruments and questionnaires, and analyzed the students’ identity construction in relation to their high school, their academic year, their gender, the education level of their parents, and their life and school satisfaction. The

Cultural-historical research has had a relevant presence in Spain and, to a lesser extent, in Portugal, since the 1970s. A review of the state of the art of the cultural-historical approach in these two countries allows us to identify four general lines of research: 1) sociocultural activities, mental actions, and semiotic mediation; 2) education in schools; 3) education beyond schools, including educational practices in community-cultural contexts; and 4) identity construction in (other) sociocultural settings. This perspective has been developed by an active community of researchers in the fields of psychology, education, and other social sciences.

In the construction of teachers’ professional knowledge, reflective practices are a fundamental tool that responds to the need to connect theoretical principles with practical resources and to the improvement of teaching by means of critical analysis. The Practicum, as a dialogic structure for the explanation and interpretation of teaching practices, provides teachers in training an opportunity to build their own understanding based on dialogue and reflection. Invocation is one of the resources used to legitimize scientific or disciplinary knowledge in joint reflection. Qualified voices are called and made present in classroom discourse to validate descriptions or explanations. We are interested in defining the profile of the invocations introduced in dialogic reflection, as sources of legitimation of knowledge, and identify the patterns in the sequence of the invocations' appearance. This work consists of an exploratory study of multiple cases, in which each case is a classroom unit composed of a tutor and her student teachers. Two cases from the Practicum in a Primary Education Teacher Degree were selected. A category system was developed for the analysis of invocations and organized into four dimensions: academic or professional knowledge, experiential knowledge, invocation of truth, and invocation of ideology or values. Results allow us to highlight some relevant conclusions. Invocations are a widespread resource in a process of dialogic reflection to legitimize the interpretation of educational practices. The participation of student teachers in dialogic reflection is possible and abundant thanks to the experience of the Practicum, which provides a validity criterion for their arguments, supported by the invocation to the authority of teaching experiences. In this study, tutors’ efforts to connect pedagogical principles with personal experiences in the Practicum have not clearly translated into student reflections in the same direction. The paper finishes payin

El objetivo de este trabajo es analizar las concepciones de los universitarios, en proceso de formación como docentes, acerca del aprendizaje. Se administró un cuestionario a 145 estudiantes de la Universidad de Sevilla. 102 cursaban primero de Magisterio y 43 Psicopedagogía (segundo ciclo). Las respuestas a la pregunta ¿qué dirías que es aprender? se analizaron mediante un sistema de categorías ad hoc basado en cuatro criterios con dos niveles de complejidad cada uno: a) Personas implicadas; b) Papel del estudiante; c) Funcionalidad; y d) Dimensión transformacional del aprendizaje. Los datos muestran que en todos los criterios existen proporcionalmente más respuestas que se incluyen en el valor menos complejo. Así, en el criterio ‘personas implicadas en el proceso de aprendizaje’, un 88.8% se refieren sólo a la participación del aprendiz en el proceso de aprendizaje, y un 11.2% añaden la participación de otro/s. En el criterio ‘papel del alumno”, un 74.8% refieren el papel pasivo del estudiantado, mientras que sólo un 25.2% aluden al papel activo-constructivo. En cuanto a la ‘funcionalidad del aprendizaje’ sólo un 24.5% se refieren explícitamente a la misma. En relación a la ‘dimensión transformacional’, tan sólo el 9.1% la refieren. Al comparar los dos grupos de la muestra, se encuentran diferencias significativas en tres de los cuatro criterios. Estos resultados son coherentes con otras investigaciones similares y obligan a reflexionar sobre la formación recibida por los estudiantes de Educación, pues tras cuatro años de formación no superan, en su mayoría, concepciones cuantitativas, realistas y reproductivas del aprendizaje.

Interest in reflective practices, within the broader framework of teachers’ professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers’ agency in their own professional development. The initial positivist approach viewed the relationships between teachers’ theoretical knowledge and educational practice in terms of hierarchical reductionism. We analyze the relationships between different types of knowledge from a historical-cultural perspective, which requires locating them in the context of the cultural activities. Our aim is to analyze the discursive interactions, which take place during collaborative seminars, within a reflective practicum, and to identify how the university tutors support and foster reflection on practice. We use a multiple case design in which each case is a classroom unit made up of a tutor and his or her students. An analysis of the tutors’ discourse revealed an ongoing promotion of students’ active engagement through highly structured classroom participation, a strong focus on interpreting students’ personal experiences during teaching practice and significant interventions aimed at establishing links with academic knowledge. Results invite us to rethink the ways in which we can contribute to processes of reflection among trainee teachers.

Un gran número de destacados autores en Ciencias Sociales han defendido la necesidad de una nueva forma de estudiar la relación entre la cultura y el individuo. A lo largo de las últimas tres décadas, han sido muchos los estudios desarrollados bajo la denominación de Psicología Cultural (PC), que se han venido centrando en el papel de la cultura en el desarrollo histórico y ontogenético. Sin embargo, entre los defensores de la PC ha habido ciertos desacuerdos sobre los aspectos teóricos y metodológicos de este proyecto. Esta falta de acuerdo se ha centrado fundamentalmente en las diferentes concepciones del papel del significado y la práctica social en el funcionamiento psicológico humano. El objetivo de este trabajo es analizar algunos enfoques diferentes de PC y el papel del significado en su constitución. A nuestro juicio, la afirmación central de la PC es que la mente humana debería verse como interpenetrada por mundos intencionales que están cultural e históricamente situados. De este modo, esta psicología debe estudiar las formas en las que la psique y la cultura; la persona y el contexto, el yo y el otro, el practicante y la práctica se construyen mutuamente el uno al otro. Así mismo, esta PC destaca la noción de mediación simbólica de la mente y la cultura como su principal interés analítico. Se defiende así que la cultura y la mente deben ser entendidas como formas de prácticas de significado culturalmente diferenciadas. Finalmente, se propone la noción de acción mediada y situada como unidad de análisis de la PC., Several prominent scholars in the Social Sciences have defended the need for a new way of studying the relationship between culture and the individual. Over the last three decades, it has been common to find studies under the heading of Cultural Psychology (CP), which have focussed on the role of culture in historical and ontogenetic development. However, among the defenders of CP, there have been specific disagreements over theoretical and methodological aspects of the project. This lack of agreement is revealed by the different conceptions of the role of meaning and social practice in human psychological functioning. This paper aims is to analyze some different approaches to CP, and the role of meaning plays in its constitution. For us, the central claim of CP is that the human mind should be seen as inter-penetrated by intentional worlds that are culturally and historically situated, and this psychology must to study the ways psyche and culture; person and context, self and other, practitioner and practice live together, and jointly make each other up. In addition, CP has also identified the symbolic mediation of mind and culture as its analytical focus. Finally, we defend that culture and mind are to be treated as forms of culturally differentiated meaning practices. To make possible this enterprise, we propose the necessity to develop the notion of mediated and situated actions as a unit of analysis of Cultural Psychology.

Cross-cultural differences in autobiographical memory (AM) are associated with cultural variations. In models of the self and parental reminiscing style, but not many studies have analysed the relationship between AM and specific cultural practices such as formal schooling. Theoreticians like [Greenfield, P. M. (2009). Linking social change and developmental change: Shifting. pathways of human development. Developmental Psychology, 45, 401–418. doi:10.1037/a0014726; Kağitçibaşi, C. (2005). Autonomy and relatedness in cultural context. Implications for self and family. Journal of Cross-Cultural Psychology, 36, 403–422. doi:10.1177/0022022105275959] and [Keller, H. (2007). Children development across cultures. New York: Lawrence Erlbaum Associates] have considered formal schooling as an engine towards the model of independence; however, the empirical evidence in this regard is inconclusive: while some studies found evidence of a relation between formal schooling and characteristics of AM, others did not. To solve this inconsistency, the present study compared orally narrated childhood memories of Mexican adults with three different levels of education (from rudimentary literacy to university). Results support a relationship between formal schooling and AM in the predicted direction: More educated participants reported longer, more specific and more self-oriented memories than those with less schooling experience did. Some gender differences were also observed, with males generally reporting more individually and less socially oriented memories than females, except for university level participants. We conclude that these results support Greenfield’s theory about formal schooling as a sociocultural factor that promotes the cultural pathway to independence, as well as complexity and context-boundedness of gender differences in AM.

Introduction: This work is based on a larger project that studies the identity of border people on the Ceuta/Tétouan border. The objectives include the definition of this group and the creation of an instrument to examine its process of identity construction in this scenario. Method: In the collection of data to define this population, various sources of information were used and a network of key informants was created. Regarding the second goal, three volunteers participated in a pilot test of the instrument, and four researchers in its creation and assessment. Results: For the first aim, our proposal involved grouping the distinct collectives into three categories: people who frequently cross the border; those who occasionally cross it; and people who do not cross. An autobiographical semi-structured interview and a field notebook of the interviews were created as a result of the second goal. Conclusions: This type of work requires a sensitive approach to the context under study that considers the socio-political conditions and also requires support from knowledgeable informants for the introduction of the researchers., Introducción: Este trabajo es parte de un proyecto que estudia la construcción identitaria de las personas de ambos lados de la frontera entre Ceuta y Tetuán. Los objetivos fueron definir dicho colectivo y crear un instrumento para abordar la construcción identitaria fronteriza. Método: Se utilizaron diversas fuentes de información y se creó una red de informantes clave para la recolección de datos. Para el segundo objetivo, participaron tres colaboradores en una prueba piloto y cuatro investigadores en su evaluación. Resultados: Se agrupó a los diversos colectivos en tres categorías: personas que cruzan habitualmente la frontera, aquellos que lo hacen ocasionalmente, y personas que no cruzan. Igualmente, se creó una entrevista semi-estructurada autobiográfica y un cuaderno de campo para las entrevistas. Conclusión: Este tipo de trabajo requiere una aproximación sensible al contexto que se estudia, considerando los condicionantes socio-políticos y apoyado por informantes conocedores del mismo que introduzcan a los investigadores.

Se hace una propuesta de análisis con objeto de identificar y describir distintos modos de argumentación en el aula. Esta propuesta se sustenta en una visión retórico-argumentativa del pensamiento y en la defensa de la existencia de una heterogeneidad de estas formas de argumentar. Se presentará cuáles pueden ser algunos de los modos predominantes de argumentar de docentes y estudiantes, cómo se relacionan, qué dificultades tienen los estudiantes con determinados modos de argumentar, o los puentes que los docentes pueden trazar ante tales problemas. Se mostrarán algunos extractos de transcriptciones obtenidas durante observaciones etnográficas en un aula de educación de personas adultas. Se tratará de constatar que las distintas formas de argumentar no se distribuyen de igual manera entre la profesora y las alumnas., Our aim is to make an analytical proposal to identify and describe different ways to argue in classroom. This propsal is based on a rhetorical-argumentative perspective of thinking and it is based on the defence of heterogeneous forms of argumentation. It will show which are the ways of argumentation of teacher and students, how do they interact, what are the difficulties that students have, or which are the "bridges" that teachers "build" to give solutions to those problems. We will present examples of transcripts obtained during ethnographic observations of an adult education classroom. It will show that the use of the different ways of argumentation was not distributed equally between teacher and students.

Este trabajo se organiza en torno a la consideración de una serie de cuestiones de naturaleza teórica, metodológica y aplicada que se desprenden de un acercamiento narrativo y dialógico al estudio de la construcción de la identidad del profesorado. Se trata pues de considerar las posibles contribuciones que, una aproximación como ésta, puede realizar en relación al eje temático que da sentido a este monográfico. A saber, el estudio de la relación entre el aprendizaje y la identidad, así como el papel que las prácticas educativas formales juegan en la construcción de las identidades. El artículo está estructurado del siguiente modo: en primer lugar, se presenta, y desarrolla brevemente, una propuesta de conceptualización de la identidad docente como una construcción continua y dinámica que suponce un proceso de significación y re-significacion de las propias prácticas, vivencias y valores, influenciado por aspectos personales, sociales y culturales. Esta perspectiva supone considerar la identidad en términos de múltiples y cambiantes posiciones del yo, así como las voces que las configuran. En segundo lugar, se abordará una propuesta metodológica para el estudio de la identidad del profesorado coherente con la visión teórica de la identidad previamente presentada. En último lugar, abordaremos las tres cuestiones-claves que suponen el eje en torno al que se articula este monográfico relacionadas con las aportaciones de nuestra contribución: a la comprensión de la construcción de la identidad, a su estudio y a la elaboración de propuestas de intervención social., This work is organized around the consideration of a number of theoretical, methodological and applied issues arising from a narrative and dialogic approach to the study of teachers’ identities. We propose to consider the possible contributions that an approach like this can make in relation to the topic that gives meaning to this special issue. Namely, the study of the relationship between learning and identity, and the role that formal educational practices play in the construction of identities. The article is structured as follows: first, a proposal for the conceptualization of teacher identity as a continuous dynamic construction that involves a process of signification and re-signification of practices, experiences and values, influenced by personal, social and cultural aspects, is presented and developed briefly. This perspective implies considering identity in terms of multiples and changing I-positions as well as the voices that shape them. Second, a methodological proposal for the study of the identity of teachers consistent with the theoretical view of identity previously submitted will be addressed. Finally, we will focus on the three key issues involving the focal point around which is articulated this monograph related to the contributions of our approach: to the understanding of the construction of identity, how it can be studied and the development of proposals for social intervention

Este trabajo está sustentado en los principios y estrategias metodológicas desarrolladas por la psicología cultural, las perspectivas constructivistas, el análisis del discurso y el análisis conversacional. De acuerdo con dicho marco teórico-metodológico este trabajo se centra en el análisis de las prácticas discursivas, los dispositivos, estrategias y recursos comunicativos que utilizan los/las profesores/as y los/las alumnos/as en las aulas. En concreto en este artículo se analizan las formas en la que los participantes del aula (profesores/ as y alumnos/as) se comunican entre sí y captan la atención del «otro» para «convencerlos» de la «verdad» de sus argumentaciones. De entre las diversas formas en que es posible legitimar aquello que se enuncia, nos centraremos en un recurso concreto, las invocaciones. Estas constituirán el objeto de análisis y el punto de partida de este trabajo. Los resultados se fundamentan en el análisis llevado a cabo sobre el desarrollo de dos unidades didácticas en dos aulas universitarias. En el mismo se encuentran dos grandes tipos de invocaciones, aquellas que aluden al conocimiento o autoridades académicas y las que recurren a un conocimiento experiencial. Se presentan, además, ejemplos de fragmentos discursivos en los que se ilustra el uso que hacen profesores y alumnos de tales tipos de invocaciones. Para terminar se exponen algunas de las ventajas de este tipo de análisis., The present survey is based on the principles and methodological strategies developed by cultural psychology, constructivist perspectives, the discourse analysis and conversational analysis. Within that theoretical and methodological framework, this paper focuses on the analysis of discursive practices, devices, communication strategies and the resources which teachers and students use in their classrooms. Specifically, the present article analyzes how classroom participants (teachers and students) communicate and capture the attention of others to "convince» them about the "truth" of their arguments. Among the various likely methods to legitimize what is being stated, this paper focuses on a specific resource: invocations. These are the aim of the analysis and the starting point for this survey. Our results are based on the analysis undertaken through the development of two didactic units in two university classrooms. There are two types of invocations, those referred to academic knowledge or academic authorities and those related to the invocations which use experiential knowledge. In addition, this paper presents some examples of discourse fragments utilized to illustrate how both professors and students use invocations to validate their statements. Finally, some of the advantages of that type of analysis are presented herein.

This paper studies the functioning of collaborative reflection in a case-based reflection setting integrated in the teacher education Practicum. We carried out two case studies in which reflection was conducted collaboratively by 15 student teachers and one tutor. In each reflection process, we investigate the phases and the sequence of collaborative reflection and the assistance offered by the tutor in the different phases of the process. We identify consistent sequences and phases, with each phase being characterized by different types of tutor assistance. However, these sequences and phases differed clearly in the two cases studied, and the purposes that the tutors pursue through reflection were also different. Moreover, the sequences found did not conform to the patterns that some authors considered to be characteristic of good reflection. Our findings provide support to the idea posited by previous authors that there is no single specific sequence that defines good reflection, and that good reflection can take many different forms and have many different purposes.

La investigación sobre memoria autobiográfica (MA) revela una estrecha relación entre ésta y el yo, afectada por experiencias y factores culturales. Los estudios clásicos han aportado evidencias valiosas sobre la relación entre cultura, MA y yo, pero presentan problemas entre los que cabe destacar: una visión demasiado simplificada de cultura y una visión dicotómica del yo. En este momento estamos desarrollando procedimientos y categorías de análisis de las narrativas del yo y su relación con experiencias y prácticas culturales e históricas. Estas categorías suponen integrar la distincion entre el paisaje de la acción y el paisaje de la conciencia y el modelo de autonomía y relación de Kagitcibasi. Así el procedimiento de codificación empleado persigue responder a las siguientes cuestiones: 1) "¿Quién?", se trata de identificar el sujeto de cada unidad narrativa; 2) "¿Qué?", se trata de identificar la acción del sujeto; y 3) "¿Cómo?", se trata de identificar el control sobre esta acción y su relación con los otros. Los resultados inciales apoyan la teoría de Greenfield sobre la relación entre factores socio-demográficos y la tendencia hacia conductas más independientes y formas de cognición más abstracta., Research on autobiographical memory (MA) reveals a close relationship between MA and self, which are affected by cultural factors and experiences. Classical studies have provided valuable evidence on the relationship between culture and MA, but they have problems among which we include: a simplified view of culture and a dichotomous view of the self. Right now we are developing procedures and categories of analysis of self-making narratives and its relationship to cultural and historical experiences and practices. These categories involve the integration of the distinction between the "landscape of action" and "landscape of consciousness" and the model of autonomy and relatedness of Kagitcibasi. The coding process used answers the following questions: 1) "Who?", it tries to identify the subject of each narrative unit; 2) "What?", it tries to identify the subject's action; and 3) "How?", it tries to identify the control over this action and its relation to the other. Initial results support the theory Greenfield on the relationship between socio-demographic factors and the trend toward more independent behaviors and abstract forms of cognition. Eliminar seleccionados

El objetivo principal de este trabajo es identificar dimensiones relevantes del constructo Competencia Cultural Comunitaria, tanto a nivel individual —profesionales de la educación—, como a nivel organizacional —centros educativos— a través del estudio de la identidad de profesionales y centros considerados como ejemplos de buenas prácticas en la atención a comunidades diversas. Más en concreto, a través del análisis de las narrativas y actuaciones de profesionales y organizaciones, queremos identificar las ideas y creencias de profesionales y de los centros (a través del análisis de diversos materiales y de lo que sus representantes narran) sobre las actitudes y capacidades que consideran necesarias para ser competentes culturalmente ante la diversidad. Tales intereses se abordarán a través de una metodología narrativa que evidencia las estrategias y lógicas argumentativas que se elaboran a lo largo de entrevistas y debates en grupos focales. Como resultados se presentarán las competencias identificadas en los profesionales en términos de identidad profesional, a través del análisis de posiciones del yo adoptadas por los participantes (Prados, Cubero, Santamaría y Arias, 2013; Santamaría, Cubero, Prados y de la Mata, 2013); y, en las organizaciones, a través del análisis de las dimensiones de los escenarios comunitarios multiculturales ‘empoderadores’ de Maton (2008)., The main objective of this work is to identify relevant dimensions of Community Cultural Competence Concept, both in an individually plane —professionals of education—, as in an organizational level —schools—. It has made through the study of identity in professionals and centres which are considered as examples of good practice in caring for diverse communities. More specifically, we analyzed the community cultural competencies through the analysis of the narratives and actions of professionals and organizations; so we identify the ideas and beliefs of professionals and centres (through the analysis of various materials and what their representatives tell us) on attitudes and capabilities deemed necessary to be culturally competent in diverse communities. Such concerns will be addressed through a narrative methodology which shows the logical and argumentative strategies that are developed along interviews and focus group discussions. The results show, in professionals, competencies in terms of professional identity, through the analysis positions taken by the participants (Prados, Cubero, Santamaría y Arias, 2013; Santamaria, Cubero, Prados y de la Mata, 2013.) and, in organizations, through the analysis of the dimensions of empowering multicultural community settings of Maton (2008).

This article is focused on the analysis of the narratives produced by a group of teachers, experts in coeducation, while they were discussing their everyday activities. They are responsible for the implementation of a Plan for Gender Equality in public secondary schools in Andalusia (Spain). This study is based on contributions about doing gender view, according to which gender is not an attribute of individuals, but a way of making sense of interactions and practising a complex system as functioning on three levels: sociocultural, interactional, and individual. We use these levels to understand gender culture in schools through teachers’ discourse. Our interest lies particularly in the meanings, contradictions, difficulties, and conflicts experienced by expert teachers in co-education. Our study was based on group discussions with teachers in charge of the plan for equal opportunities between women and men in school settings. Results show teachers’ conflicts about meanings and how they are supposed to apply the Equality Plan. We observed interactional levels during these conflicts and analysed how teachers construct and validate their discourse.

En el estudio de la identidad del profesorado manejamos una noción de identidad como proceso continuo y dinámico que supone la construcción de nuevos significados y re-interpretaciones de los propios valores y experiencias, influenciados por aspectos personales, sociales y culturales. Esta perspectiva supone considerar la identidad en términos de múltiples y cambiantes posiciones del yo. El trabajo que aquí presentamos es parte de un estudio más amplio sobre el desarrollo de la identidad como profesores/as de 31 estudiantes de los grados de educación primaria e infantil a lo largo de su formación. Actualmente, contamos con una primera entrevista de carácter autobiográfico realizada antes de finalizar el primer semestre del primer año de formación. Los resultados que presentaremos hacen referencia a dos de las preguntas relacionadas con (a) como les gustaría ser como profesor y (b) en quien no les gustaría convertirse. Estos estudiantes hacen referencia a características personales de los docentes (su disposición hacia el alumnado, sentido del humor, comprensión,…) tanto al referirse al profesor/a que quieren llegar a ser como al que no, dejando a un lado aspectos relacionados con la planifica o/y como se desarrolla el proceso de ensenanza-aprendizaje en el aula., In the study of teacher identity we use a notion of identity as a continuous and dynamic process that involves the construction of new meanings and re-interpretations of their own values and experiences, which are influenced by personal, social and cultural aspects. This perspective understands identity in terms of multiple and changing positions of self. The work presented here is part of a larger study on the development of identity as teachers of 31 students who are in the grades on Primary and Infant Education. Currently, we have analyzed an autobiographical interview conducted in the first year in the process of becoming teacher. The results are referred to two of the questions: (a) how they would like to be as a teacher and (b) how they would not like to become as a teacher. The results showed that these students refer mostly to personal characteristics of teachers (their available to students, be amusing, be understanding and so on) both when they speak about the teacher they would like to becoming or about the teacher they would not like to becoming. They do not refer to the aspects of planning and/or how the process of teaching and learning takes place in the classroom.