Identidad profesional docente en la formación universitaria: una revisión sistemática de estudios cualitativos

  1. David Cuadra-Martínez 1
  2. Pablo J. Castro-Carrasco 2
  3. Cristian Oyanadel 3
  4. Ingrid N. González-Palta 4
  1. 1 Universidad de Atacama
    info

    Universidad de Atacama

    Copiapó, Chile

    ROR https://ror.org/022yres73

  2. 2 Universidad de La Serena
    info

    Universidad de La Serena

    La Serena, Chile

    ROR https://ror.org/01ht74751

  3. 3 Universidad de Concepción
    info

    Universidad de Concepción

    Concepción, Chile

    ROR https://ror.org/0460jpj73

  4. 4 Universidad Alberto Hurtado, Santiago-Chile.
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Revista:
Formación Universitaria

ISSN: 0718-5006

Año de publicación: 2021

Volumen: 14

Número: 4

Páginas: 79-92

Tipo: Artículo

DOI: 10.4067/S0718-50062021000400079 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Formación Universitaria

Resumen

El objetivo de este trabajo fue sistematizar la información de estudios cualitativos sobre el desarrollo de la identidad profesional (IP) del profesor(a) durante la formación inicial. La IP del profesor(a) es una variable clave para comprender la vida profesional de los profesores(as), siendo la formación inicial un período especialmente crítico para su desarrollo. Se realizó una revisión sistemática de la literatura científica, utilizando las bases de datos WOS (Web of Science), Scopus y Scielo desde el año 2000 al 2020. Se encontraron 67 artículos, incluyéndose 33 en el análisis cualitativo y cuantitativo, luego de filtrar según criterios de inclusión y exclusión. Se encontró un conjunto de categorías que favorecen el desarrollo de la IP, un proceso de construcción conflictuado entre las dimensiones subjetivas y objetivas de la IP, además de dimensiones que constituyen la IP. Se concluye que el desarrollo de la IP del docente se ve influenciado por la formación inicial, las características psicológicas y los factores socioculturales.

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Fuente de los datos: Dialnet