Resumo

ARISTIZABAL FUQUENE, Andrea. Strengthening of Teachers Professional Identity in the Professor's Personal Field. Rev. Fac. Cienc. Tecnol. [online]. 2019, n.46, pp.189-204. ISSN 0121-3814.

This article presents the results of an investigation with professors in initial training to strengthen the teaching professional identity. One of the objectives of the research was related to the exploration and development of the personal field of the teacher to create opportunities for restructuring conceptions, actions and attitudes about the sense of being a teacher and the importance of his social and academic work in the construction of the citizenship of current and future generations. The incidence of the four fields of professional knowledge of the teacher (PKPC) (personal, knowledge, practice and context) in the IPD is analyzed, making relevance in the personal field. Through autobiographies, interviews and personal diaries, novice teachers express feelings and emotions about their past to try to identify the meaning that from that past they give to the "I" teacher. It is concluded that the process of reconfiguration of the Teachers Professional Identity was given by enabling experiences to recreate moments of his past and present life in the novice teachers, and the way they are projected into the future. This identity links personal aspects, family motivations, their sensitivity to the social and the relationships that can be established with the current socio-cultural moment, creating a new sense of the profession because they knows themselves and their scope, becoming a critical examiner of society and the educational system in particular, with a view to transforming it from what is within its reach, which contributes to analyze the profession from different perspectives and consequently on the teaching professional identity.

Palavras-chave : Professional identity; personal field of the teacher; initial teacher training.

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