Teachers still reflect

Author
Abstract

This article offers an exploratory study so that the analysis of individual reflexivity, according to Archer’s approach – internal conversation – (2000, 2003, 2007), may throw greater light on the relationship between teachers and the educational system in Italy and on the processes of enactment. The interaction between actor and structure is, in fact, analysed according to the perspective of critical realism which allows one to avoid falling into conflated perspectives. More specifically, this article presents the professional history of a meta-reflexive teacher, that is, a teacher who is value-oriented, who continually faces a situation of constant incongruity between his values (equity, quality, solidarity, emancipation, etc.) and the educational context. Because of this “contextual incongruity” this teacher mediates the status quo to change the context, but the cultural and structural conditioning prevents him from giving full meaning to his role and from fully investing his own identity in it.

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Romano T. (2009) "Teachers still reflect " Italian Journal of Sociology of Education, 1(3), 151-188. DOI: 10.14658/PUPJ-IJSE-2009-3-9  
Year of Publication
2009
Journal
Italian Journal of Sociology of Education
Volume
1
Issue Number
3
Start Page
151
Last Page
188
Date Published
10/2009
ISSN Number
2035-4983
Serial Article Number
9
DOI
10.14658/PUPJ-IJSE-2009-3-9
Issue
Section
Articles