A collaborative case study of teacher change: From a personal to a professional perspective
Abstract This 5-year case study of teacher change documents an elementary classroom teacher's transition from a personal to a professional perspective. In this transition she moves from classroom concerns that feel individually determined to an awareness of the historical and socio-political nature of educational ideas and teaching practices. The teacher and researchers' interpretations of this transition are each included and their process of collaboration to construct them is described.
This paper provides an example of self and peer assessment among Spanish students pursuing a business administration degree (first and third year) as well as the results of our study and concluding remarks. We point out differences between the results for the firstand third-year students. Whereas students in their first year are beginners with respect to this kind of task, third-year students are proficient at this kind of assessment.