Futuros maestros y construcción de una identidad profesional: una mirada psicosocial a los procesos que se ponen en juego en los trayectos de formación en la práctica.

Saved in:

Bibliographic Details
Title:	Futuros maestros y construcción de una identidad profesional: una mirada psicosocial a los procesos que se ponen en juego en los trayectos de formación en la práctica.
Alternate Title:	Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching.
Authors:	Bedacarratx, Valeria de los Ángeles¹ vbedacarratx@yahoo.com.ar
Source:	Revista Electrónica de Investigación Educativa. 2012, Vol. 14 Issue 2, p133-149. 17p.
Subject Terms:	Student teaching, Teacher training, Professional identity, Psychosocial factors, Sociocultural factors
Abstract (English):	This article reports the results of research that—from the standpoint of the conceptual contributions of psychosocial approaches—seeks to elucidate the subjective processes that come into play during the first preservice teaching experiences of elementary teachers-in-training. The first part of the paper presents a contextualization of the object of study and the theoretical-methodological framework, focusing particularly on the notions of professional identity and collective subjectivity. Next, some of the data collected in the field are presented and then an interpretive reading of them is proposed, in an attempt to clarify some of the sociocultural and psychological elements involved in the construction of professional identity by those traversing the initial phase of teacher training. Finally, the article presents some reflections that highlight the importance of developing alternatives that seek to increase the impact of the initial training of future teachers, incorporating strategies that address the subjective dimension of the practice teaching sessions of their training. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	El presente artículo reporta los resultados de una investigación que -desde los aportes conceptuales de los enfoques psicosociales- busca elucidar los procesos subjetivos que se ponen en juego en las primeras experiencias docentes de estudiantes de profesorado para el nivel primaria. En una primera parte del trabajo se presenta una contextualización relativa al objeto de estudio y al marco teórico-metodológico, dando centralidad a las nociones de identidad profesional y subjetividad colectiva. Posteriormente se exponen algunos de los datos recabados en el trabajo de campo para, luego, proponer una lectura interpretativa de los mismos, pretendiendo elucidar algunos de los elementos de índole socio-cultural y psíquica presentes en la construcción de la identidad profesional de quienes están transitando la formación inicial para el ejercicio de la tarea docente. Sobre el final, se plantean algunas reflexiones que señalan la importancia del desarrollo de alternativas que busquen aumentar el impacto de la formación inicial de los futuros maestros, incorporando estrategias que aborden con ellos el atravesamiento subjetivo de la formación en la práctica. [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

Description
Abstract:	This article reports the results of research that—from the standpoint of the conceptual contributions of psychosocial approaches—seeks to elucidate the subjective processes that come into play during the first preservice teaching experiences of elementary teachers-in-training. The first part of the paper presents a contextualization of the object of study and the theoretical-methodological framework, focusing particularly on the notions of professional identity and collective subjectivity. Next, some of the data collected in the field are presented and then an interpretive reading of them is proposed, in an attempt to clarify some of the sociocultural and psychological elements involved in the construction of professional identity by those traversing the initial phase of teacher training. Finally, the article presents some reflections that highlight the importance of developing alternatives that seek to increase the impact of the initial training of future teachers, incorporating strategies that address the subjective dimension of the practice teaching sessions of their training. [ABSTRACT FROM AUTHOR]
ISSN:	16074041