dc.creator | Luna Delgado, Diego | es |
dc.creator | Pineda Alfonso, José Antonio | es |
dc.creator | García Pérez, Francisco F. | es |
dc.creator | Leal da Costa, Conceição | es |
dc.date.accessioned | 2022-11-09T13:14:35Z | |
dc.date.available | 2022-11-09T13:14:35Z | |
dc.date.issued | 2022-08-07 | |
dc.identifier.citation | Luna Delgado, D., Pineda Alfonso, J.A., García Pérez, F.F. y Leal da Costa, C. (2022). Teacher Training, Research and Professional Development in a Neoliberal School: A Transformative Experience in Social Sciences. Social Science, 11 (8), 349/1-19. https://doi.org/10.3390/socsci11080349. | |
dc.identifier.issn | 2076-0760 | es |
dc.identifier.uri | https://hdl.handle.net/11441/139176 | |
dc.description.abstract | In recent decades, discourse on quality, school effectiveness, autonomy, and accountability,
among other topics, has been used to try to transform schools. This paper explores this situation from
the teaching perspective of one of its authors. Using autoethnography as a research and formative
strategy, a mixed category system is constructed by combining a central category (“Neoliberal
school”) theoretically and deductively with three other subcategories of an emergent and inductive
nature according to the parameters of grounded theory. The results reflect different perceptions of
neoliberal educational discourse that depend on the discursive field in question (policy framework,
school, department, or classroom). The conclusions underline the potential of autoethnography for
understanding the current school reality and teacher professional development. | es |
dc.format | application/pdf | es |
dc.format.extent | 19 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Social Science, 11 (8), 349/1-19. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Neoliberalism | es |
dc.subject | Social sciences | es |
dc.subject | Teaching | es |
dc.subject | Case study | es |
dc.subject | Autoethnography | es |
dc.title | Teacher Training, Research and Professional Development in a Neoliberal School: A Transformative Experience in Social Sciences | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales | es |
dc.relation.publisherversion | http://doi.org/10.3390/socsci11080349 | es |
dc.identifier.doi | 10.3390/socsci11080349 | es |
dc.journaltitle | Social Science | es |
dc.publication.volumen | 11 | es |
dc.publication.issue | 8 | es |
dc.publication.initialPage | 349/1 | es |
dc.publication.endPage | 19 | es |