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Teacher Training, Research and Professional Development in a Neoliberal School: A Transformative Experience in Social Sciences

Author

Listed:
  • Diego Luna

    (Department of Experimental and Social Sciences, Faculty of Education Sciences, University of Seville, 41013 Seville, Spain)

  • José Antonio Pineda-Alfonso

    (Department of Experimental and Social Sciences, Faculty of Education Sciences, University of Seville, 41013 Seville, Spain)

  • Francisco F. García-Pérez

    (Department of Experimental and Social Sciences, Faculty of Education Sciences, University of Seville, 41013 Seville, Spain)

  • Conceição Leal da Costa

    (Education and Psychology Research Center (CIEP|UÉ), Department of Pedagogy and Education, University of Évora, 7005-345 Évora, Portugal)

Abstract

In recent decades, discourse on quality, school effectiveness, autonomy, and accountability, among other topics, has been used to try to transform schools. This paper explores this situation from the teaching perspective of one of its authors. Using autoethnography as a research and formative strategy, a mixed category system is constructed by combining a central category (“Neoliberal school”) theoretically and deductively with three other subcategories of an emergent and inductive nature according to the parameters of grounded theory. The results reflect different perceptions of neoliberal educational discourse that depend on the discursive field in question (policy framework, school, department, or classroom). The conclusions underline the potential of autoethnography for understanding the current school reality and teacher professional development.

Suggested Citation

  • Diego Luna & José Antonio Pineda-Alfonso & Francisco F. García-Pérez & Conceição Leal da Costa, 2022. "Teacher Training, Research and Professional Development in a Neoliberal School: A Transformative Experience in Social Sciences," Social Sciences, MDPI, vol. 11(8), pages 1-19, August.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:8:p:349-:d:882273
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