Identidad profesional docente. Un acercamiento desde la perspectiva de profesores en formación.
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| Title: | Identidad profesional docente. Un acercamiento desde la perspectiva de profesores en formación. |
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| 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] |
| Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191039234 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Identidad profesional docente. Un acercamiento desde la perspectiva de profesores en formación. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Teacher Professional Identity: An Approach from the Perspective of Pre-service Teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sánchez+Anguiano%2C+Héctor+Miguel%22">Sánchez Anguiano, Héctor Miguel</searchLink><relatesTo>1</relatesTo><i> sanchez.hector@isencolima.edu.mx</i><br /><searchLink fieldCode="AR" term="%22Soto+Barajas%2C+Maritza%22">Soto Barajas, Maritza</searchLink><relatesTo>1</relatesTo><i> soto.maritza@isencolima.edu.mx</i><br /><searchLink fieldCode="AR" term="%22Alonso+Ruiz%2C+Rogelio+Javier%22">Alonso Ruiz, Rogelio Javier</searchLink><relatesTo>1</relatesTo><i> alonso.rogelio@isencolima.edu.mx</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Latinoamericana+de+Estudios+Educativos%22">Revista Latinoamericana de Estudios Educativos</searchLink>. ene-abr2026, Vol. 56 Issue 1, p43-72. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191039234 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.48102/rlee.2026.56.1.729 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 30 StartPage: 43 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Teacher role Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Professional identity Type: general – SubjectFull: Professional practice Type: general – SubjectFull: Phenomenology Type: general – SubjectFull: Mexico Type: general Titles: – TitleFull: Identidad profesional docente. Un acercamiento desde la perspectiva de profesores en formación. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sánchez Anguiano, Héctor Miguel – PersonEntity: Name: NameFull: Soto Barajas, Maritza – PersonEntity: Name: NameFull: Alonso Ruiz, Rogelio Javier IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: ene-abr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01851284 Numbering: – Type: volume Value: 56 – Type: issue Value: 1 Titles: – TitleFull: Revista Latinoamericana de Estudios Educativos Type: main |
| ResultId | 1 |
