Teoría de la actividad histórico-cultural y teoría fundamentada como metodologías para investigar la identidad docente: una revisión sistemática
Resumen
La identidad docente ha emergido alrededor del mundo como un constructo de interés, debido a su potencial explicativo al respecto de las actitudes y comportamientos docentes. Pese al gran interés existente, hay pocos estudios que exploren la forma en la cual se implementan las metodologías cualitativas en el estudio empírico de la identidad docente. El objetivo del estudio fue explorar la forma en la cual la teoría de la actividad histórico-cultural (TAHC) y la teoría fundamentada (TF) son empleadas en investigaciones empíricas de identidad docente. Para ello, seguimos lineamientos del modelo PRISMA para revisiones sistemáticas, por lo que determinamos criterios de inclusión y exclusión para una búsqueda bibliográfica, tales como fecha de publicación y naturaleza de la investigación. El análisis final fue realizado con 31 artículos de investigación. Entre los resultados, se identifican patrones respecto de los objetivos, técnicas de recogida de datos y técnicas de análisis para ambas propuestas en el contexto de investigaciones empíricas de la identidad docente.
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Anexo. Referencias de artículos analizados en la revisión
Artículos Teoría de la Actividad Histórico Cultural
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Artículos Teoría Fundamentada
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