Teaching Identities in an Elite State School in Portugal

Abstract: This article applies Claude Dubar’s thesis to discuss the professional identities of eight teachers at a state school in Lisbon. In this case study, carried out in 2017-2018, the data collection involved life story interviews and questionnaires around social, economic and cultural issues. The analysis of biographical identity shows a trajectory of teachers who studied in state schools, who considered themselves dedicated and demanding, and who have had a solid academic background in their professional development. Identity for the others shows that the group is seen as active and devotedial by the community and has developed personal styles of teaching. The relational identity reveals a teaching exercise focused on educating young people from the upper-middle class to higher education.

摘要：本文运用克劳德·迪巴尔（Claude Dubar）的理论框架，探讨里斯本一所公立学校的8名教师的职业身份认同问题。本案例研究开展于2017至2018年，数据采集采用了围绕社会、经济与文化议题的生平叙事访谈与问卷调查方式。针对传记式身份认同的分析显示，受访教师均就读于公立学校，自视为敬业且严苛的教育从业者，且在职业发展过程中拥有扎实的学术背景。从他者视角来看的身份认同则表明，该群体被社区视作积极主动且乐于奉献的团体，并形成了各具特色的教学风格。而关系性身份认同则揭示出，其教学实践聚焦于为中上阶层青年通往高等教育提供教育引导。