Bibliographic Details
| Title: |
Identidad profesional docente. Un acercamiento desde la perspectiva de profesores en formación. |
| Alternate Title: |
Teacher Professional Identity: An Approach from the Perspective of Pre-service Teachers. |
| Authors: |
Sánchez Anguiano, Héctor Miguel1 sanchez.hector@isencolima.edu.mx, Soto Barajas, Maritza1 soto.maritza@isencolima.edu.mx, Alonso Ruiz, Rogelio Javier1 alonso.rogelio@isencolima.edu.mx |
| Source: |
Revista Latinoamericana de Estudios Educativos. ene-abr2026, Vol. 56 Issue 1, p43-72. 30p. |
| Subject Terms: |
*Teacher education, *Student teachers, *Teacher role, *Qualitative research, Professional identity, Professional practice, Phenomenology |
| Geographic Terms: |
Mexico |
| Abstract (English): |
The focus of this study is to investigate what the identity of future teachers is like during their initial training at the Teacher Training School and the aspects that influence its development. Therefore, the design of this qualitative research followed a phenomenological perspective. Semi-structured interviews were conducted with 16 students -from the fourth and eighth semesters-of the bachelor's degree in primary education at a Teacher Training School in Mexico. The results indicate that the biographical dimension of professional identity is significant because, through it, the student teachers integrate new ideas about teaching as a profession. During initial training, and especially during professional practice, this construct evolves considerably. It is thus understood that future teachers progressively incorporate into their professional identity work-related aspects of teaching and increasingly complex ideas about the teacher's role. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El interés de este estudio se centra en indagar cómo es la identidad de futuros docentes durante su formación inicial en la Escuela Normal y los aspectos que influyen en su construcción, por ello, el diseño de esta investigación cualitativa correspondió a una perspectiva fenomenológica. Se realizaron entrevistas semiestructuradas a 16 estudiantes -de cuarto y octavo semestres- de la licenciatura en educación primaria de una Escuela Normal en México. Los resultados señalan que la dimensión biográfica de la identidad profesional es relevante porque a través de ella, los normalistas integran nuevas ideas sobre la docencia como una profesión. Durante la formación inicial, y especialmente en las prácticas profesionales, este constructo evoluciona de forma importante. Entonces, se comprende que los futuros profesores van integrando a su identidad profesional aspectos laborales acerca de la docencia e ideas cada vez más complejas sobre el trabajo del maestro. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
