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Ser un docente estratégico: cuando cambiar la estrategia no bastaBeing a strategic teacher: When changing strategies is not enough

Cultura y Educación (Impact Factor: 0.27). 09/2009; 21(3):237-256. DOI: 10.1174/113564009789052343

ABSTRACT El artículo que presentamos responde a una doble finalidad. Por una parte nos proponemos ampliar el marco conceptual que fundamenta la noción de docente estratégico con el fin de hacerlo más explicativo y ayudar a entender mejor las dificultades de los profesores cuando deben enfrentarse a situaciones conflictivas desestabilizadoras a distintos niveles (conceptual, estratégica y emocionalmente). Para ello, en la primera parte definimos y caracterizamos las nociones de identidad y self del profesor, así cómo la noción de incidente crítico, un dispositivo óptimo para poder acceder al self del profesor. En la segunda parte presentamos un estudio de caso, de carácter descriptivo, sobre las relaciones entre la identidad y el self de dos profesores universitarios. Los resultados obtenidos en este estudio evidencian el grado de coherencia existente entre las características de la identidad del profesor y su actuación docente real (self). Por otra parte el estudio presenta evidencias de cómo actúan los profesores ante incidentes críticos y como cambian para ajustarse a la situación conflictiva. Finalmente se plantean las potencialidades y limitaciones del uso de incidentes críticos en calidad de instrumento metodológico para la investigación en este campo de estudio y también en la formación del profesorado.The purpose of this paper is two-fold: on the one hand, our aim is to expand the conceptual frame on which the notion of strategic lecturer is based in order to make it more explicative and to help understand teachers' difficulties when they must face conflictive and unsettling situations at different levels (conceptual, strategic and emotional). In the first part we define and characterise the concepts of teachers' identity and self together with critical incident, which is optimum to reach the teacher's self. In the second part, we present a descriptive case study dealing with the relationships between the identity and self of two university teachers. The results obtained in this study demonstrate the existing level of coherence between the characteristics of the teacher's identity and his/her real teaching performance (self). On the other hand, the study presents evidence on how teachers act when faced with critical incidents and how they change to adjust to the conflict situation. Finally, we address the potential and limitations of using critical incidents as a methodological research tool in this study field and in teacher training.

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    International Advances in Writing Research: Cultures, Places, Measures., Edited by Bazerman, Charles, Dean, Chris, Early, Jessica, Lunsford, Karen, Null, Suzie, Rogers, Paul, and Stansell, Amanda, 01/2012: chapter TOWARDS AN INTEGRATIVE UNIT OF ANALYSIS: REGULATION EPISODES IN EXPERT RESEARCH ARTICLE WRITING.: pages 421-448; Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Available at http://wac.colostate.edu/books/wrab2011/.
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    ABSTRACT: Since the early nineties, the field of academic writing has increasingly cap-tured researchers' attention, partially due to the increasing relevance of writing and publishing for academics' careers. Research has mostly aimed at character-izing the writing process in either experimental writing tasks (Breetvelt, van den Bergh, Van den Bergh & Rijlaarsdam, 2007) or in tasks proposed in the context of the classroom (Alamargot, Dansac, Chesnet, & Fayol, 2007; Boscolo, Arfé, & Quarisa, 2004; Braaksma, Rijlaarsdam, van den Bergh, & van Hout-Wolters, 2004; Castelló & Monereo, 2000; Dysthe, Samara, & Westrheim, 2006; Ivan-ic, 1998; Mateos, Cuevas, Martin, & Luna, 2008; Segev-Miller, 2007 Yore, Florence, Pearson, & Weaver, 2006). Regarding the discourse genre studied, the argumentative essay has tended to be the focus of the researchers' attention (Breetvelt et al, 1994; Castelló, & Monereo, 2000; Galbraith et al., 2005; Galbraith & Torrance, 2004; Ivan-ic, 1998; Kamberelis & Scott, 1992; Mateos et al., 2008; Van den Bergh & Rijlaarsdam, 2007), while the sample has most frequently been composed of secondary (Braaksma et al., 2004; Breetvelt et al., 1994; Pajares & Cheong, 2004) or undergraduate students (Boscolo et al., 2004; Castelló, 1999; Cas-telló, Iñesta, Pardo, Liesa & Martínez-Fernández, 2011; Galbraith et al, 2005; Galbraith & Torrance, 2004; Ivanic, 1998; Kellogg et al., 2007; Mateos et al., 2008; Nottbusch et al., 2007; Segev-Miller, 2007). Most of the studies specifically devoted to clarifying how writers manage, control and regulate writing have been concerned with identifying the strategies Iñesta and Castelló 422 that appear to be most useful at different moments of the writing process. The results obtained in these studies have frequently ended up with lists of categories which make it difficult to portray writing regulation as a dynamic activity, espe-cially if we understand it as a socially and culturally situated activity (Camps & Castelló, 1996; Candlin & Hyland, 1999; Castelló, Gonzalez, & Iñesta, 2010; Flowerdew & Peacock, 2001; Iñesta, 2009; Johns, 2002; Lea & Stierer, 2000). Indeed, current approaches to the study of self-regulation suggest the need to go beyond the analysis of isolated actions, identifying those patterns in which actions are organized and given a situated meaning (Järvelä, Volet, Summers, & Thurman, 2006). In this chapter, we present a study attempting to assess a new unit of analysis, the Regulation Episode (RE) (Castelló & Iñesta, 2007; Castelló, Iñesta, & Monereo, 2009; Zanotto, Monereo & Castelló, 2011), as a means to approach the regulation of a challenging task such as research article writing (RA) in a comprehensive way and to find meaningful writing strategy patterns in ecological conditions.

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