Una propuesta de modelo de Identidad docente: Entre la búsqueda de la integridad profesional y el retorno de la profesión
- Autores: Andrés Sánchez Suricalday, Ana Belén García Varela, Benjamín Castro Martín
- Localización: Transformando la educación a través del conocimiento / coord. por José María Esteve Faubel, Aitana Fernández Sogorb, Rosabel Martínez Roig, Juan Francisco Álvarez Herrero, 2022, ISBN 978-84-19506-73-3, págs. 1141-1151
- Idioma: español
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Resumen
The following research is aimed at finding out how primary education teachers perceive their identity process. At the methodological level, it is based on the Constructivist Fundamented Theory (Charmaz, 2006,2016), where the construction of the data and, therefore, the theory, is given by the sample of participants and by the researchers’ own perception. In this regard, it is particularly important to reflect on their awareness as teachers, as well as their transformation throughout their professional career and their adaptation to the different settings in which they will have to develop as teachers. The model finally presented is based on the premise that the perception of the teacher’s professional identity is conceived from the generative exercise, a key element that configures the teaching integrity -from the self to the context-, which, in turn, needs social recognition, which is establishedas the main return of the profession to the person –from the context to the self–.
