Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching

Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching

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...

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Hlavní autor: Bedacarratx, Valeria
Médium: Online
Jazyk:spa
Vydáno: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
On-line přístup:https://redie.uabc.mx/index.php/redie/article/view/315
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spelling redie-article-3152017-04-26T00:13:00Z Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching 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 Bedacarratx, Valeria Teaching teacher training teacher situation pedagogical practice. Docencia formación de docentes situación del docente práctica pedagógica. 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. 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. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/315 Revista Electrónica de Investigación Educativa; Vol. 14 No. 2 (2012) Revista Electrónica de Investigación Educativa; Vol. 14 Núm. 2 (2012) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/315/672 https://redie.uabc.mx/index.php/redie/article/view/315/478 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Bedacarratx, Valeria
spellingShingle Bedacarratx, Valeria
Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching
author_facet Bedacarratx, Valeria
author_sort Bedacarratx, Valeria
title Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching
title_short Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching
title_full Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching
title_fullStr Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching
title_full_unstemmed Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching
title_sort future teachers and construction of professional identity: a psychosocial look at the processes that come into play during preservice practice teaching
description 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.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2012
url https://redie.uabc.mx/index.php/redie/article/view/315
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