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Abstract

The purpose of this study was to show how the professional identity of a teacher is built upon personal and emotional traits. Those traits determine his willingness to blur the emotional distance between teacher and student, thus shaping school as a fuller environment. The study revolves around three issues: (a) knowing and acknowledging students; (b) sensitivity towards the use of students’ proper names; and (c) positive sense of humour in the classroom. On the understanding that teaching identities may be interpreted from a narrative approach, autobiographical research will support our study. The conclusion is that a teacher’s professional identity is highly influenced by his emotional identity.

Keywords

Life History, Teaching Awareness, Class Diary, Pedagogical Humour

Author Bio(s)

Gustavo González-Calvo holds a Degree in PE´s Primary Education, a Degree in Physical Activity and Sports Sciences, and a Ph.D. in Education. He works as a teacher in a public primary school in Spain, and he works as a university part-time Junior Lecturer and researcher in the University of Valladolid (Spain). Correspondence regarding this article can be addressed directly to: Dr. Gustavo González-Calvo, Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Universidad de Valladolid, Facultad de Educación de Palencia. Avenida de Madrid, 44. 34004, Palencia, España; Phone: +34 647545915; Email: gustavo.gonzalez@uva.es.

Marta Arias-Carballal holds a University Degree in English Philology, an Advanced Studies Diploma in English and University Degree in Hispanic Philology. She is currently working as an English teacher in a Secondary School in Valladolid (Spain). Correspondence regarding this article can also be addressed directly to: Work location: IES “José Jiménez Lozano” (Calle Felipe Ruiz Martín, 1. 47016. Valladolid-Spain) Phone number: 983 40 98 90; Email: mararias34@gmail.com.

Publication Date

6-24-2017

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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