Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia-Reference-Cited by-同舟云学术

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Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia

Published:2024-01-17 Issue: Volume: Page:1-17
ISSN:1468-1366
Container-title:Pedagogy, Culture & Society
language:en
Short-container-title:Pedagogy, Culture & Society

Author:

Rojas Jorge Chávez¹,Barril Juan Pablo²,Jiménez Tatiana López³,Clarà Marc⁴,Ramos Fabiano Silvestre⁵,Peel Karen⁶,Justiniano Bernardita⁷

Affiliation:

1. Facultad de Educación y Ciencias Sociales, Universidad Andrés Bello, Santiago, Chile

2. Facultad Ciencias Sociales y Humanidades, Universidad Autónoma de Chile, Santiago, Chile

3. Escuela de Pedagogía, Facultad de Filosofía y Educación Pontificia Universidad Católica de Valparaíso, Viña del Mar, Chile

4. Faculty of Education, Psychology and Social Work, Department of Psychology and Social Work, University of Lleida, Lleida, Catalonia (Spain)

5. Languages Institute, Federal University of Bahia, Salvador,Bahia, Brasil

6. School of Education,University of Southern Queenslandg, Australia

7. Universidad de Casagrande, Ecuador

Funder

The National Fund for Scientific and Technological Development

Publisher

Informa UK Limited

Subject

Education,Cultural Studies

Link

https://www.tandfonline.com/doi/pdf/10.1080/14681366.2024.2302314

Reference65 articles.

1. A dialogical approach to conceptualizing teacher identity

2. Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers

3. Building teacher identity through the process of positioning

4. How can a dialogue support teachers’ professional identity development? Harmonising multiple teacher I-positions

5. Education for all and attrition/retention of new teachers: A trajectory study in Chile

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