Identity, development and pedagogical reconstruction. Analysis of a teachers pedagogical practice through her life story

Being a teacher involves a constant and dynamic reconstruction that undergoes changes in relation to personal and professional experiences, and which is reflected in the classroom, through the design and implementation of activities and dynamics with the students. But there is also a reflective comp...

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Autores principales: Martagón Vázquez, Virginia, Onieva Tejada, Carmen Belén
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades, Instituto de Investigaciones en Educación 2025
Materias:
aprendizaje a lo largo de la vida
enseñanza pública
formación de docentes
investigación pedagógica
lifelong learning
public schools
teacher education
educational research
Acceso en línea:https://revistas.unne.edu.ar/index.php/riie/article/view/8352
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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institution Universidad Nacional del Nordeste
institution_str I-48
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container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic aprendizaje a lo largo de la vida
enseñanza pública
formación de docentes
investigación pedagógica
lifelong learning
public schools
teacher education
educational research
spellingShingle aprendizaje a lo largo de la vida
enseñanza pública
formación de docentes
investigación pedagógica
lifelong learning
public schools
teacher education
educational research
Martagón Vázquez, Virginia
Onieva Tejada, Carmen Belén
Identity, development and pedagogical reconstruction. Analysis of a teachers pedagogical practice through her life story
topic_facet aprendizaje a lo largo de la vida
enseñanza pública
formación de docentes
investigación pedagógica
lifelong learning
public schools
teacher education
educational research
author Martagón Vázquez, Virginia
Onieva Tejada, Carmen Belén
author_facet Martagón Vázquez, Virginia
Onieva Tejada, Carmen Belén
author_sort Martagón Vázquez, Virginia
title Identity, development and pedagogical reconstruction. Analysis of a teachers pedagogical practice through her life story
title_short Identity, development and pedagogical reconstruction. Analysis of a teachers pedagogical practice through her life story
title_full Identity, development and pedagogical reconstruction. Analysis of a teachers pedagogical practice through her life story
title_fullStr Identity, development and pedagogical reconstruction. Analysis of a teachers pedagogical practice through her life story
title_full_unstemmed Identity, development and pedagogical reconstruction. Analysis of a teachers pedagogical practice through her life story
title_sort identity, development and pedagogical reconstruction. analysis of a teachers pedagogical practice through her life story
description Being a teacher involves a constant and dynamic reconstruction that undergoes changes in relation to personal and professional experiences, and which is reflected in the classroom, through the design and implementation of activities and dynamics with the students. But there is also a reflective component that leads to questioning the principles that underpin teaching practices, offering a space for reconstruction from a critical stance. In this research, the aim is to understand how a teacher's identity is reconstructed in her professional career, through her teaching practice. To this end, we chose to carry out a Life History as a methodological strategy that allows us to approach the reality narrated by the protagonist in order to subsequently deepen our understanding of the object of research through the analysis of her own story. In a process of co-construction between both participants (researcher and teacher protagonist), key categories emerge, including the establishment of links, the need to place the student at the centre and the relevance of contexts. As a novel element, not included in the thesis from which the article arises, we include a review of the teacher where these categories are recovered in order to question the differences between that first period as a teacher and the current practice. To conclude, we highlight the reflective processes that allow the teacher to become aware of and question the beliefs and constructions that lie behind her praxis, redefining the foundations of her professional identity.
publisher Facultad de Humanidades, Instituto de Investigaciones en Educación
publishDate 2025
url https://revistas.unne.edu.ar/index.php/riie/article/view/8352
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spelling I48-R154-article-83522025-10-21T13:45:28Z Identity, development and pedagogical reconstruction. Analysis of a teachers pedagogical practice through her life story Identidad, desarrollo y reconstrucción pedagógica. Análisis de la práctica pedagógica de una maestra a través de su historia de vida Martagón Vázquez, Virginia Onieva Tejada, Carmen Belén aprendizaje a lo largo de la vida enseñanza pública formación de docentes investigación pedagógica lifelong learning public schools teacher education educational research Being a teacher involves a constant and dynamic reconstruction that undergoes changes in relation to personal and professional experiences, and which is reflected in the classroom, through the design and implementation of activities and dynamics with the students. But there is also a reflective component that leads to questioning the principles that underpin teaching practices, offering a space for reconstruction from a critical stance. In this research, the aim is to understand how a teacher's identity is reconstructed in her professional career, through her teaching practice. To this end, we chose to carry out a Life History as a methodological strategy that allows us to approach the reality narrated by the protagonist in order to subsequently deepen our understanding of the object of research through the analysis of her own story. In a process of co-construction between both participants (researcher and teacher protagonist), key categories emerge, including the establishment of links, the need to place the student at the centre and the relevance of contexts. As a novel element, not included in the thesis from which the article arises, we include a review of the teacher where these categories are recovered in order to question the differences between that first period as a teacher and the current practice. To conclude, we highlight the reflective processes that allow the teacher to become aware of and question the beliefs and constructions that lie behind her praxis, redefining the foundations of her professional identity. Ser maestra exige una reconstrucción constante y dinámica que va experimentando cambios en relación con las experiencias personales y profesionales, y que tiene su reflejo en el aula, a través del diseño y puesta en práctica de actividades y dinámicas junto al alumnado. Pero también hay un componente reflexivo que impulsa a cuestionar los principios que sostienen las prácticas docentes, ofreciendo un espacio para la reconstrucción desde un posicionamiento crítico. En esta investigación, el objetivo es comprender cómo se reconstruye la identidad de una maestra en su trayectoria profesional, a través de su práctica docente. Para ello elegimos realizar una Historia de Vida como estrategia metodológica que nos permite acercarnos a la realidad narrada por la protagonista para profundizar posteriormente en la comprensión del objeto de investigación desde el análisis de su propio relato. En un proceso de co-construcción entre ambas participantes (investigadora y maestra protagonista), emergen categorías clave entre las que se encuentran el establecimiento de vínculos, la necesidad de poner al estudiante en el centro y la relevancia de los contextos. Como elemento novedoso, no recogido en la tesis de la que surge el artículo, incluimos una revisión de la maestra donde se recuperan estas categorías con el fin de cuestionar las diferencias entre ese primer periodo como docente y la práctica actual. Para concluir destacamos los procesos reflexivos que permiten a la maestra hacerse conscientes y cuestionar las creencias y construcciones que hay detrás de su praxis, resignificando las bases de su identidad profesional. Facultad de Humanidades, Instituto de Investigaciones en Educación 2025-10-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/zip text/xml text/html https://revistas.unne.edu.ar/index.php/riie/article/view/8352 10.30972/riie.16238352 Revista del Instituto de Investigaciones en Educación; Vol. 16 Núm. 23 (2025); e162308 1853-1393 spa https://revistas.unne.edu.ar/index.php/riie/article/view/8352/8433 https://revistas.unne.edu.ar/index.php/riie/article/view/8352/8434 https://revistas.unne.edu.ar/index.php/riie/article/view/8352/8435 https://revistas.unne.edu.ar/index.php/riie/article/view/8352/8432 http://creativecommons.org/licenses/by-nc-sa/4.0

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