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The Configuration of the Professional Teaching Identity of Special Education Students, Through Autobiographical Accounts

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Vol. 20 No. 2 (2023): II Semestre
https://doi.org/10.5354/2735-7279.2023.73277

Abstract

The objective of the study was to analyze the configuration of the professional teaching identity of special education students of a public university in Santiago de Chile, through autobiographical accounts. With a qualitative approach and narrative biographical method, this study uses analytical induction as a model, in order to understand the discourses in their globality and also in their particularity. It is discussed on the basis of four dimensions of analysis, namely: personal, social, academic and professional, which together make up the Professional Teaching Identity. It is concluded that the Professional Teaching Identity is constituted as a dynamic and continuous process, built in subjective and participative reflection, with peer groups, teachers, and other significant actors, needing constant accompaniment that dynamizes reflection in praxis.

Keywords:

teacher training, special education teacher training, identity, autobiographies

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Figueroa Espínola, A. M., Román Soto, D., Lizana Muñoz, V., Barrera Reyes, M., & Arancibia Zeballos, J. . (2023). The Configuration of the Professional Teaching Identity of Special Education Students, Through Autobiographical Accounts. Revista Enfoques Educacionales, 20(2), pp. 67–84. https://doi.org/10.5354/2735-7279.2023.73277
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Revista Enfoques Educacionales
Facultad de Ciencias Sociales
Universidad de Chile
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