Publication: Posiciones identitarias del profesorado frente a situaciones de emergencia social
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Date
2025
Authors
Weise, Crista ; Bretones, Eva ; Martínez Lozano, Virginia ; Flores Aguilar, Gonzalo
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.639551
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info:eu-repo/semantics/article
Description
Abstract
Este estudio explora cómo una situación de emergencia social, en tanto incidente crítico, puede impactar en la identidad del profesorado, analizando qué aspectos de esta identidad se despliegan como respuesta a la crisis y qué posiciones del yo (PY) facilitan/impiden el cambio y la resiliencia. Se trata de un estudio cualitativo interpretativo que recoge información a través de entrevistas en profundidad a profesorado de 29 centros públicos españoles de educación primaria y secundaria, considerados de alta complejidad. La investigación revela la intersección de diferentes factores que afectan a las experiencias del profesorado durante situaciones de emergencia social y crisis. Muestra como su bienestar se ve afectado por el aumento del estrés, la sensación de riesgo, el miedo y la incertidumbre. A pesar de estos retos, las PY activadas predominantes, en particular en educación primaria, funcionan como facilitadoras, permitiendo afrontar la situación de forma eficaz y promoviendo el aprendizaje a diferentes niveles. Sin embargo, en estas situaciones, la ausencia de espacios para el diálogo pone en riesgo la permanencia de algunas de las PY que desempeñan un papel resiliente durante episodios críticos, lo que resalta la necesidad de generar nuevos espacios colectivos de reflexión que sostengan los aprendizajes logrados.
This study explores how a situation of social emergency, as a critical incident, can impactonteacher's identity, analyzing which aspects of this teachers' identity aredeployed in response to the crisis and which identity positions (IP) facilitate/hinder change and resilience.An interpretative qualitative studygathers information through in-depth interviews with teachersfrom29 Spanish public primary and secondary high-complexity centres. The research revealsthe intersectionof different factors affecting teachers' experiences during situations of social emergency and crisis. It showshowheightened stress levels, sense of risk, fear, and uncertaintyaffect teachers' well-being. Despite these challenges, the prevailing activated IPs, particularly in Primary Education, function as facilitators, enabling effective coping with the situation and promoting learning at different levels.However, in this situations, the absence of spaces for dialogue jeopardizesthe permanence of some of the IPsthat play a resilient role during critical episodes, highlighting the need to generate new spaces for collective reflection thatsustain the learning achieved.
This study explores how a situation of social emergency, as a critical incident, can impactonteacher's identity, analyzing which aspects of this teachers' identity aredeployed in response to the crisis and which identity positions (IP) facilitate/hinder change and resilience.An interpretative qualitative studygathers information through in-depth interviews with teachersfrom29 Spanish public primary and secondary high-complexity centres. The research revealsthe intersectionof different factors affecting teachers' experiences during situations of social emergency and crisis. It showshowheightened stress levels, sense of risk, fear, and uncertaintyaffect teachers' well-being. Despite these challenges, the prevailing activated IPs, particularly in Primary Education, function as facilitators, enabling effective coping with the situation and promoting learning at different levels.However, in this situations, the absence of spaces for dialogue jeopardizesthe permanence of some of the IPsthat play a resilient role during critical episodes, highlighting the need to generate new spaces for collective reflection thatsustain the learning achieved.
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