Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia

Article


Rojas, Jorge Chávez, Barril, Juan Pablo, Jiménez, Tatiana López, Clara, Marc, Ramos, Fabiano Silvestre, Peel, Karen and Justiniano, Bernardita. 2024. "Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia." Pedagogy Culture and Society. https://doi.org/10.1080/14681366.2024.2302314
Article Title

Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia

ERA Journal ID11505
Article CategoryArticle
AuthorsRojas, Jorge Chávez, Barril, Juan Pablo, Jiménez, Tatiana López, Clara, Marc, Ramos, Fabiano Silvestre, Peel, Karen and Justiniano, Bernardita
Journal TitlePedagogy Culture and Society
Number of Pages17
Year2024
PublisherTaylor & Francis
Place of PublicationUnited Kingdom
ISSN1468-1366
1747-5104
Digital Object Identifier (DOI)https://doi.org/10.1080/14681366.2024.2302314
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/14681366.2024.2302314
Abstract

A key tool amongst the strategies used by teachers to combat stress at work is the construction and development of a professional identity. The underlying idea is that professional identity has the potential to prevent or help teachers to overcome burnout, a problem that is increasingly common within the profession. We conducted a multiple case study and analysed five subjective learning experiences recounted by novel teachers working in Chile, Ecuador, Brazil, Spain and Australia. Results show that (i) teachers constantly experience scenarios that lead to stress or exhaustion and involve various negatively valenced emotional evaluations; (ii) the substitution of these evaluations is particularly relevant, as it contributes to the formation of new meanings and positions relative to the situation; (iii) this repositioning may be connected to particular objects, to the subjects themselves, or to positions within the community in question; (iv) positively valenced emotional evaluations may be substituted for negatively valenced emotional evaluations, reflecting that positional changes are not always fruitful; and (v) some emotionally valenced evaluations endure over time and are key generators of professional stress.

KeywordsProfessional teacher identity; teaching work; teacher burnout; novel teachers; subjective learning experience
ANZSRC Field of Research 20203999. Other Education
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Byline AffiliationsAndres Bello National University, Chile
Autonomous University of Chile, Chile
Pontifical Catholic University of Valparaiso, Chile
University of Lleida, Spain
Federal University of Bahia, Brazil
School of Education
Casa Grande University, Ecuador
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