The Emergence of Self in Educational Contexts Theoretical and Empirical Explorations /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Marsico, Giuseppina (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Tateo, Luca (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2018.
• Έκδοση: 1st ed. 2018.
• Σειρά: Cultural Psychology of Education, 8
• Θέματα: Educational psychology.; Education-Psychology.; Developmental psychology.; Lifelong learning.; Adult education.; Cross-cultural psychology.; Educational Psychology.; Developmental Psychology.; Lifelong Learning/Adult Education.; Cross Cultural Psychology.

This book represents the first extensive introduction to the emerging construct of Educational Self. The new concept describes a specific dimension of the Self, which is elaborated in the course of a person's school life and is reactivated anytime the person is involved in an educational activi...

Πίνακας περιεχομένων:

• 1. Introduction: the construct of Educational Self, Giuseppina Marsico, University of Salerno, Italy and Luca Tateo, Aalborg University, Denmark
• 2. Dynamics in the educational self of an adolescent: from the dominance of parental voices to their silencing, Ramon Cerqueira Gomes Federal University of Bahia, Brazil
• 3. Self-Development, Human Values and the Construction of Children's Trajectories in Educational Contexts, Mónica Roncancio Moreno, Pontificia Universidad Javeriana, Colombia and Angela Uchoa Branco, Universidade de Brasília, Brazil
• 4. The reconfiguration of the Educational Self in the context of higher education, Sueli Barros da Ressurreição, State University of Bahia and Sonia Maria Rocha Sampaio Federal University of Bahia, Brasil
• 5. Emergence of self situated at an institution, Mogens Jensen, Aalborg University, Denmark
• 6. Teachers' feedback and educational self of institutionalized youngsters: a possible dialogue?, Dulce Martins & Carolina Carvalho, Universidade de Lisboa, Portugal
• 7. Teacher's Role in the Dynamics between Self and Culture, Angela Uchoa Branco & Sandra Ferraz Freire, University of Brasilia, Brazil and Mónica Roncancio-Moreno, Pontificia Universidad Javeriana, Colombia
• 8. School complaints and the educational self: openings for the medicalization of school difficulties, Gilberto Lima dos Santos, Patrícia Carla Silva do Vale Zucoloto and Maria Virgínia Machado Dazzani, Federal University of Bahia, Brazil
• 9. Teacher participation in the constitution of the educational self, Cícero Ramon Cunha de Jesus, Federal University of Bahia, Brazil
• 10. Walking in a book: teacher professional identity between psychology and culture, Anna Maria De Bonis, University of Salerno, Italy, and Luca Tateo, Aalborg University, Denmark
• 11. The production of school complaints in a public school: meanings and practices, Eliseu de Oliveira Cunha, Maria Virgínia Machado Dazzani, Polyana Monteiro Luttigards and Saulo Roger Moniz Pacheco Lima, Federal University of Bahia, Brazil
• 12. Reflections on the construction of the Educational Self from an inclusive experience with School Therapeutic Accompaniment, Verônica Gomes Nascimento and Yasmin Cunha de Oliveira, Federal University of Bahia, Brasil
• 13. Parental engagement in light of the ecosystemic foundations of the school-family-community partnership: Toward a psychosocial, dialogical, and developmental perspective, Dany Boulanger. Sherbrooke University, Canada
• 14. Conclusions: Educational Self in future school practice, Luca Tateo, Aalborg University, Denmark and Giuseppina Marsico, University of Salerno, Italy. .