The construction of teachers' professional identity: An analysis of subjective learning experiences

Jorge Chavez Rojas, Jaime Faure Ninoles, Juan Pablo Barril Madrid

Research output: Contribution to journalArticlepeer-review

Abstract

This article explores the construction of teachers’ professional iden- tity 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 con- struction is based on comparing and contrasting different experi- ences 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 pro- ductive 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 recon- struction of identity positions. Finally, we propose an analysis model based on subjective learning experiences for the construc- tion of teachers’ professional identity.
Original languageEnglish
JournalEuropean Journal of Teacher Education
Early online date3 Apr 2021
DOIs
Publication statusE-pub ahead of print - 3 Apr 2021

Keywords

  • Teacher identity
  • subjective learning experiences
  • identity position
  • sociocultural perspective
  • teaching practicum

ASJC Scopus subject areas

  • Education

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