Preconcepciones identitarias de aspirantes a profesores de un Programa de Pedagogía Media de la ciudad de Santiago de Chile

Abstract

The study of the identity configurations of pre service teachers during their teaching training process may be regarded as a not well-developed research area, especially if it circumscribes to the early formative stages. This article aims at the characterization of the set of beliefs, emotions and perspectives or positions about the educational process, expressed in the student´s previous perceptions on teacher´s identity. With this objective the present study took into consideration the student cohort that applied to a High School Teaching Program during 2019. Two instruments were used to collect data from the students of the teaching program at the moment of their initial application. The main conclusions shed light on the fact that these previous perceptions about teacher´s identity determine the educational path of future teachers and constitute key tropes or narratives for future action at the level of practice and knowledge providing sense and a grounding frame to their own professional practice. The present study has been funded by the vice presidency for academic affairs of UDP.