The Construction of Teachers' Professional Identity: An Analysis of Subjective Learning Experiences

Autor/inn/en	Chavez Rojas, Jorge; Faure Ñiñoles, Jaime; Barril Madrid, Juan Pablo
Titel	The Construction of Teachers' Professional Identity: An Analysis of Subjective Learning Experiences
Quelle	In: European Journal of Teacher Education, 46 (2023) 2, S.256-273 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chavez Rojas, Jorge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1905627
Schlagwörter	Learning Experience; Professional Identity; Discourse Analysis; Teacher Education Programs; Student Attitudes; Comparative Analysis; Models; Practicums; Chile + Suchen Sie Ihr Suchwort? Lernerfahrung; Diskursanalyse; Schülerverhalten; Analogiemodell; Practicum; Praktikum; Praktika
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01