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: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades, Instituto de Investigaciones en Educación
2025
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| Materias: | |
| Acceso en línea: | https://revistas.unne.edu.ar/index.php/riie/article/view/8352 |
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| Sumario: | 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. |
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