Emociones e identidad profesional docente: relaciones e incidencia

Autores:: Buitrago Bonilla, Rafael Enrique
Cárdenas-Soler, Ruth Nayibe

Tipo de recurso:: Article of journal

Fecha de publicación:: 2017

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Emociones e identidad profesional docente: relaciones e incidencia
title	Emociones e identidad profesional docente: relaciones e incidencia
spellingShingle	Emociones e identidad profesional docente: relaciones e incidencia Emotions Teachers’ professional identity Teacher training Teachers in training Emociones Identidad profesional docente Formación de maestros Maestros en formación Emocoes Identidade profissional docente Formacao de maestros Maestros em formacao
title_short	Emociones e identidad profesional docente: relaciones e incidencia
title_full	Emociones e identidad profesional docente: relaciones e incidencia
title_fullStr	Emociones e identidad profesional docente: relaciones e incidencia
title_full_unstemmed	Emociones e identidad profesional docente: relaciones e incidencia
title_sort	Emociones e identidad profesional docente: relaciones e incidencia
dc.creator.fl_str_mv	Buitrago Bonilla, Rafael Enrique Cárdenas-Soler, Ruth Nayibe
dc.contributor.author.spa.fl_str_mv	Buitrago Bonilla, Rafael Enrique Cárdenas-Soler, Ruth Nayibe
dc.subject.none.fl_str_mv	Emotions Teachers’ professional identity Teacher training Teachers in training Emociones Identidad profesional docente Formación de maestros Maestros en formación Emocoes Identidade profissional docente Formacao de maestros Maestros em formacao
topic	Emotions Teachers’ professional identity Teacher training Teachers in training Emociones Identidad profesional docente Formación de maestros Maestros en formación Emocoes Identidade profissional docente Formacao de maestros Maestros em formacao
publishDate	2017
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dc.date.available.none.fl_str_mv	2017-05-01 00:00:00
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dc.relation.references.none.fl_str_mv	Anzaldúa, R., & Ramírez, B. (2001). Subjetividad y relación educativa. México: UAM-Azcapotzalco. Badia, A., Monereo, C., & Meneses, J. (2013). Affective dimension of university professors about their teaching: An exploration through the semantic differential technique. Universitas Psychologica, 13(1). https://doi.org/10.11144/Javeriana.UPSY13-1.adup Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191 Barling, J., Slater, F., & Kelloway, E. K. (2000). Transformational leadership and emotional intelligence. Leadership and Organization Development Journal, 21(3), 157-162. https://doi.org/10.1108/01437730010325040 Bar-On, R., & Parker, J. (2000). BarOn Emotional Quotient Inventory: Youth Version (BarOn EQi:YV), Technical Manual. Toronto: Multi-Health Systems Inc. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 2(39), 175-189. https://doi.org/10.1080/03057640902902252 Bedacarratx, V. (2012). Futuros maestros y la construcción de una identidad profesional: una mirada psicosocial a los procesos que se ponen en juego en los trayectos de formación en la práctica. Revista Electrónica de Investigación Educativa, 14(2), 133-149. Recuperado de http://redie.uabc.mx/vol14no2/contenido-bedacarratx2012.html Bernard, R. (2005). Making music, making selves: A call for reframing music teacher education. Action, Criticism & Theory for Music Education, 4(2), 2-36. Bernard, R. (2007). Multiple Vantage Points: Author's Reply. Action, Criticism & Theory for Music Education, 6(2), 2-15. Bolívar, A. (2006). La identidad profesional del profesorado de secundaria: Crisis y reconstrucción. Archidona: Aljibe. Brown, E. L., Horner, C. G., Kerr, M. M., & Scanlon, C. L. (2014). 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Preferencias musicales de los estudiantes de Educación Secundaria Obligatoria: influencia de la educación formal e informal. Cultura y Educación, 22(1), 37-51. https://doi.org/10.1174/113564010790935222 Hoban, G. (2007). Considerations for designing coherent teacher education programs. En J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for teachers, teaching and teacher education (pp. 173–187). Rotterdam: Sense Publishers. Holstein, J. A., & Gubrium, J. F. (2000). The Self that We Live by: narrative identity in the postmodern world. New York: Oxford University Press. Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543. https://doi.org/10.1016/j.tate.2010.06.003 Ibáñez, D., & Hernández, M. A. (2015). La secuencia didáctica para la enseñanza-aprendizaje del proceso creativo partiendo desde la propia identidad como un viaje en barco. 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Teachers and Teaching: theory and practice, 9(3), 213-238. http://dx.doi.org/10.1080/1354060032000116611 Zembylas, M. (2003c). Interrogating "teacher identity": emotion, resistance, and self-formation. Educational Theory, 53(1), 107-127. https://doi.org/10.1111/j.1741-5446.2003.00107.x Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: a poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935-948. https://doi.org/10.1016/j.tate.2005.06.005
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spelling	Buitrago Bonilla, Rafael EnriqueCárdenas-Soler, Ruth Nayibe2017-05-01 00:00:002026-04-16T17:38:41Z2017-05-01 00:00:002017-05-012216-0159https://repositorio.uptc.edu.co/handle/001/2102910.19053/22160159.v8.n17.2018.72082462-8603https://doi.org/10.19053/22160159.v8.n17.2018.7208application/pdfUniversidad Pedagógica y Tecnológica de Colombiahttps://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7208EmotionsTeachers’ professional identityTeacher trainingTeachers in trainingEmocionesIdentidad profesional docenteFormación de maestrosMaestros en formaciónEmocoesIdentidade profissional docenteFormacao de maestrosMaestros em formacaoEmociones e identidad profesional docente: relaciones e incidenciaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Anzaldúa, R., & Ramírez, B. (2001). Subjetividad y relación educativa. México: UAM-Azcapotzalco.Badia, A., Monereo, C., & Meneses, J. (2013). Affective dimension of university professors about their teaching: An exploration through the semantic differential technique. Universitas Psychologica, 13(1). https://doi.org/10.11144/Javeriana.UPSY13-1.adupBandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191Barling, J., Slater, F., & Kelloway, E. K. (2000). Transformational leadership and emotional intelligence. Leadership and Organization Development Journal, 21(3), 157-162. https://doi.org/10.1108/01437730010325040Bar-On, R., & Parker, J. (2000). BarOn Emotional Quotient Inventory: Youth Version (BarOn EQi:YV), Technical Manual. Toronto: Multi-Health Systems Inc.Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 2(39), 175-189. https://doi.org/10.1080/03057640902902252Bedacarratx, V. (2012). Futuros maestros y la construcción de una identidad profesional: una mirada psicosocial a los procesos que se ponen en juego en los trayectos de formación en la práctica. Revista Electrónica de Investigación Educativa, 14(2), 133-149. Recuperado de http://redie.uabc.mx/vol14no2/contenido-bedacarratx2012.htmlBernard, R. (2005). Making music, making selves: A call for reframing music teacher education. Action, Criticism & Theory for Music Education, 4(2), 2-36.Bernard, R. (2007). Multiple Vantage Points: Author's Reply. Action, Criticism & Theory for Music Education, 6(2), 2-15.Bolívar, A. (2006). La identidad profesional del profesorado de secundaria: Crisis y reconstrucción. Archidona: Aljibe.Brown, E. L., Horner, C. G., Kerr, M. M., & Scanlon, C. L. (2014). United States teachers' emotional labor and professional identities. 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Teaching and Teacher Education, 21(8), 935-948. https://doi.org/10.1016/j.tate.2005.06.005247172258Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/7208/5699Núm. 17 , Año 2017 : Historia de la Educación y la PedagogíaPublicationOREORE.xmltext/xml2599https://repositorio.uptc.edu.co/bitstreams/1d2c34f6-52cb-433e-9057-1fd8763dbd84/downloada5be9ac41dcc43363846be99f35f500bMD51falseAnonymousREAD001/21029oai:repositorio.uptc.edu.co:001/210292026-10-29 13:28:19.504https://creativecommons.org/licenses/by-nc-sa/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

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