Identidad profesional en las prácticas tempranasestudio cualitativo con estudiantes de pedagogía

  1. Pereira-Bravo, Camila 1
  2. Rojas-Fritis, Maite 1
  3. Ubilla-Vargas, Alexandra 1
  4. Cuadra-Martínez, David 2
  5. Castro-Carrasco, Pablo 3
  6. Oyanadel, Cristián 4
  7. González-Palta, Ingrid 5
  8. Sandoval-Díaz, José 6
  1. 1 Facultad de Humanidades y Educación, Universidad de Atacama, Chile
  2. 2 Facultad de Humanidades y Educación, Universidad de Atacama, Chile; Facultad de Psicología, Universidad del Aconcagua, Argentina
  3. 3 Facultad de Humanidades, Universidad de La Serena, Chile; Universidad Católica del Maule, Chile
  4. 4 Facultad de Humanidades, Universidad de La Serena, Chile
  5. 5 Facultad de Humanidades, Universidad de La Serena, Chile; Facultad de Psicología, Universidad Alberto Hurtado, Chile
  6. 6 Universidad del BioBio, Chile
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Journal:
Liberabit

ISSN: 1729-4827,  2223-7666

Year of publication: 2022

Issue Title: July - December; e569

Volume: 28

Issue: 2

Pages: 1-17

Type: Article

DOI: 10.24265/LIBERABIT.2022.V28N2.583 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Liberabit

Sustainable development goals

Abstract

Background: Achieving high quality teacher training requires teachers to have the opportunity to develop not only professional skills but also, fundamentally, their professional identity. Objective: To describe and interpret the subjective theories of Basic General Education Pedagogy students from a public university in northern Chile regarding the construction of professional identity in early practices. Method: A qualitative case study methodology was used with a theoretical sample of nine Basic General Education Pedagogy students from a public university in northern Chile. The data, obtained from episodic interviews and a group interview, was analyzed based on the grounded theory. Results: The following was found: (a) different meanings about early practice and an evaluation that includes positive and negative aspects of the process, (b) an association between the development of professional identity and the experience of implementing early practice, (c) a set of conditions that gather early practices to favor the construction of the professional identity and (d) the proposal for planning early practices as an experience different from the operation of the other subjects of the degree program. The foregoing was integrated into a comprehensive theory of the development of professional teacher identity in early practices. Discussion: In the discussion section, these results are analyzed from the existing literature. Authorship contribution CPB, MRF, AUV and DCM: study design, data processing and interpretation, introduction, results, discussion, general review and writing in APA format. PCC, IGP and JSD: introduction, discussion, general review.

Data source: Dialnet