The paths of the teaching profession: The identity and narrative of the teacher in his trajectory

Abstract

The purpose of this article is to reflect and discuss the construction of teacher identity. In the educational environment, it is considered a relevant theme, since the quality of the teaching-learning process permeates the initial or continuing training of the teacher. The teacher becomes the author of his human and scientific training, needing historically accumulated knowledge that supports the construction of pedagogical practice and professional identity. The main objective is to seek, through authors such as Morin (2007); Ciampa (1984); Nòvoa (1992); Meksenas (2003); Marcelo (2005); Huberman (1995), Imbernóm (2009), understand the importance of the life trajectory of teachers, as well as their relationship with the profession; the importance of applying life histories and (auto)biographical studies to unveil and rescue the memory of teachers, seeking a greater understanding of their trajectory. Teachers are in constant construction and (re)construction of their professional identity, constituting an interaction between the person and their individual and professional experiences. The professional identity is constructed from the social meaning of the profession, as well as from the revision of its social meanings and traditions, based on practices in which they resist innovations, because they are full of knowledge valid to the needs of reality, thus confronted with theories and practices in the light of existing theories, as well as the construction of new theories.

DOI:https://doi.org/10.56238/sevenIVmulti2023-009