Bibliographic Details
| Title: |
Representaciones sociales sobre la identidad docente en Educación Especial en Chile. |
| Alternate Title: |
Social Representations of Teacher Identity in Special Education in Chile. |
| Authors: |
Valdenegro-Fuentes, Lidia1 |
| Source: |
Revista Electrónica de Investigación Educativa. 2025, Vol. 27, p1-19. 19p. |
| Subject Terms: |
*Special education, *Teacher role, *Student teachers, *Beginning teachers, Life history interviews, Chileans, Grounded theory, Collective representation |
| Geographic Terms: |
Chile |
| Abstract (English): |
The objective of this research was to analyze social representations of teacher identity in future special education teachers in Chile, with a focus on their implications for role construction and the challenges of initial teacher education. The research employed a biographical methodology and interpretive approach aimed at gaining insight into a sample of 19 preservice special education students from five Chilean universities. Information was collected through biographical interviews examined using grounded theory. The results show that social representations of teacher identity are rooted in an association of the image of teachers with teacher characteristics and roles, and the process of constructing these social representations begins at school and is influenced by initial teacher education. These results provide relevant information for understanding how teacher identity is constructed and for developing strategies to strengthen it during initial teacher education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El objetivo de esta investigación fue analizar las representaciones sociales sobre la identidad docente en futuros profesores de Educación Especial en Chile, atendiendo las implicancias en la construcción de su rol y los desafíos de la formación inicial docente. Se utilizó un enfoque comprensivo-interpretativo, con un método biográfico, en una muestra de 19 estudiantes de formación inicial en Educación Especial de cinco universidades chilenas. La información se recogió a través de entrevistas biográficas examinadas con el método de Teoría Fundamentada. Los resultados indican que las representaciones sociales en torno a la identidad docente se basan en la asociación de la imagen del profesorado con sus características y roles, y que la construcción de éstas es un proceso que inicia en la etapa escolar —en el cual la formación inicial docente actúa como moduladora—. Estos resultados brindan información relevante para comprender cómo se construye la identidad docente y permiten crear estrategias para desarrollarla durante la formación inicial del profesorado. [ABSTRACT FROM AUTHOR] |
|
Copyright of Revista Electrónica de Investigación Educativa is the property of Universidad Autonoma de Baja California (UABC) 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 |
