¿Qué significa ser un buen profesor? Navegando a través de la producción discursiva relativa a la idea del buen profesor

Felipe Portocarrero O'Phelan

doi:10.34236/rpie.v10i10.76

Authors

Felipe Portocarrero O'Phelan

DOI:

https://doi.org/10.34236/rpie.v10i10.76

Keywords:

Discurso, Poder, Conocimiento, Resistencia, Práctica pedagógica

Abstract

This is an exploratory journey through the discursive production around the idea of a ‘good’ teacher. Drawing upon governmental educational policy, practice-based literature, critical research, and teachers’ testimonies, the aim is to pose a comprehensive approach towards the multiplicity of discourses, rhetorical devices, and teacher’s insights of their professional practice. This approach will also help in understanding the complex interplay and calculation that teachers need to put in operation when enacting official policy, and the different technologies used by official policy and discourse, to persuade, coerce and subject teachers to its mandates. We will also observe how critical research plays an important role in the task of making visible problematic elements of educational policy, that are often silenced by the governmental discursive production, and how this works as an instance of resistance. Finally, we will observe how policy and research converges and coexists in the teachers’ own practice and lives.

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