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The construction of teachers’ professional identity: An analysis of subjective learning experiences
dc.contributor.author | Chavez Rojas, Jorge | |
dc.contributor.author | Faure Ñiñoles, Jaime | |
dc.contributor.author | Barril Madrid, Juan Pablo | |
dc.date.accessioned | 2021-04-15T04:30:40Z | |
dc.date.available | 2021-04-15T04:30:40Z | |
dc.date.issued | 2021 | |
dc.identifier | 10.1080/02619768.2021.1905627 | |
dc.identifier.issn | 02619768 | |
dc.identifier.uri | https://hdl.handle.net/20.500.12728/8793 | |
dc.description.abstract | This article explores the construction of teachers’ professional identity through analysis of subjective learning experiences. In order to report on the progress of our work, we present a discourse analysis of three experiences considered to be of particular relevance by a final-year pedagogy student. The analysis yielded four important conclusions: i) The process of teachers’ professional identity construction is based on comparing and contrasting different experiences and culminates in the construction of new identity positions; ii) this process must involve experiences that call into question existing meanings of self; iii) future teachers must engage in productive dialogue with other significant actors in order to identify and recognise the value of certain positional objects; and iv) certain subjective learning experiences have a greater impact on the reconstruction of identity positions. Finally, we propose an analysis model based on subjective learning experiences for the construction of teachers’ professional identity. | es_ES |
dc.language.iso | en | es_ES |
dc.publisher | Routledge | es_ES |
dc.subject | identity position | es_ES |
dc.subject | sociocultural perspective | es_ES |
dc.subject | subjective learning experiences | es_ES |
dc.subject | Teacher identity | es_ES |
dc.subject | teaching practicum | es_ES |
dc.title | The construction of teachers’ professional identity: An analysis of subjective learning experiences | es_ES |
dc.type | Article | es_ES |