Construction of professional identity in novel teachers. Learning experiences: help or hindrance?

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-03-14 DOI:10.1007/s10212-024-00824-7

Jorge Chávez Rojas, Jaime Faure, Juan Pablo Barril, Jesus Almuna

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Abstract

This article offers the reader a socio-cultural examination of a series of fundamental processes related to the construction and development of the professional teaching identity. By way of illustration, we analyse 39 subjective learning experiences reported by 12 novice teachers in Chile. The objective is to examine aspects of their experiences that facilitated or hindered changes in their identity positions. Our results suggest that the processes involved in the construction and development of identity are closely linked to their assessments of certain specific aspects of their experiences. These include (i) the material and social conditions found in highly demanding work environments; (ii) certain socio-cultural characteristics such as vulnerability in educational contexts; (iii) personal learning trajectories; (iv) interactions with students or your own experiences as students; and (v) a series of other characteristics that are not part of the situation as such, but that nevertheless influence it, such as educational policy.

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新教师职业身份的构建。学习经历：帮助还是阻碍？

这篇文章从社会文化的角度，探讨了与教师职业身份的构建和发展有关的一系列基本过程。我们分析了智利 12 名新手教师报告的 39 次主观学习经历。我们的目的是研究他们的经历中哪些方面促进或阻碍了他们身份定位的改变。我们的研究结果表明，身份的构建和发展过程与他们对其经历的某些具体方面的评估密切相关。这些方面包括：(i) 高要求工作环境中的物质和社会条件；(ii) 某些社会文化特征，如教育环境中的脆弱性；(iii) 个人学习轨迹；(iv) 与学生的互动或自己作为学生的经历；(v) 其他一系列不属于这种情况的特征，但却对其产生影响，如教育政策。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.