Becoming a secondary school teacher: Keys to a meaningful professional identity
This study explores the construction of teachers' identities during their pre-service training and their initial period of professional induction. Thirteen life stories of novice teachers of differing characteristics attending the Master's Degree in Secondary Education Teaching at the Univ...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/221120 |
| Acceso en línea: | https://hdl.handle.net/2445/221120 |
| Access Level: | acceso abierto |
| Palabra clave: | Professors d'educació secundària Formació del professorat High school teachers Teacher training |
| Sumario: | This study explores the construction of teachers' identities during their pre-service training and their initial period of professional induction. Thirteen life stories of novice teachers of differing characteristics attending the Master's Degree in Secondary Education Teaching at the University of Barcelona (Spain) are analysed. Findings identify four dimensions in identity construction (attribution, projection, development and transformation) and analyze their key components. The implications of the findings are discussed in terms of the dialectic between the professionalizing models in the training programme and the professional communities and teachers' specific personal processes of professional self-determination. |
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