<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142019000200189</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Fortalecimiento de la identidad profesional docente en el ámbito personal del profesor]]></article-title>
<article-title xml:lang="en"><![CDATA[Strengthening of Teachers Professional Identity in the Professor's Personal Field]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fortalecimento da identidade profissional docente no dominio pessoal do profesor]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aristizábal Fúquene]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundación Universidad Autónoma de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>46</numero>
<fpage>189</fpage>
<lpage>204</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142019000200189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142019000200189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142019000200189&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se presentan los resultados de una investigación con profesores en formación inicial para el fortalecimiento de la identidad profesional docente. Uno de los objetivos de la investigación estuvo relacionada con la exploración y desarrollo del ámbito personal del profesor para crear oportunidades de reestructuración de concepciones, actuaciones y actitudes acerca del sentido de ser profesor y de la importancia de su labor social y académica en la construcción de la ciudadanía de las actuales y futuras generaciones. Se analiza la incidencia de los cuatro ámbitos del conocimiento profesional del profesor (ACPP) (personal, conocimientos, práctico y contexto) en la IPD, haciendo relevancia en el ámbito personal. Mediante autobiografías, entrevistas y diarios personales; los nóveles, profesores expresan sentimientos y emociones sobre su pasado para intentar identificar el sentido que desde ese pasado dan al "yo" profesor. Se concluye que el proceso de reconfiguración de la Identidad Profesional Docente se dio al posibilitar experiencias para recrear momentos de su vida pasada y presente en los noveles profesores, y la forma cómo se proyectan hacia el futuro. En esta identidad se vinculan aspectos personales, motivaciones familiares, su sensibilidad con lo social y las relaciones que se pueden establecer con el momento socio-cultural vigente, creando un nuevo sentido de la profesión porque se conoce a sí mismo y sus alcances, convirtiéndose en un examinador crítico de la sociedad y del sistema educativo en particular, con miras a transformarlo desde lo que está a su alcance, que contribuye a analizar desde perspectivas distintas la profesión y en consecuencia sobre la identidad profesional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de uma ¡nvestigacao com professores em treinamento inicial para fortalecer a identidade profissional do ensino. Um dos objetivos da pesquisa estava relacionado á exploracáo e desenvolvimento do campo pessoal do professor para criar oportunidades de reestruturacáo de concepcóes, acóes e atitudes sobre o sentido de ser professor e a importancia de seu trabalho social e académico na construcáo da cidadania das geracóes atuais e futuras. Ana-lisa-se a incidéncia dos quatro campos do conhecimento profissional do professor (PCPC) (pessoal, conhecimento, prática e contexto) na DPI, tornando-se relevante no campo pessoal. Através de autobiografias, entrevistas e diários pessoais; os professores iniciantes expressam sentimentos e emocoes sobre o passado para tentar identificar o significado que desse passado dáo ao "eu" professor. Conclui-se que o processo de reconfiguracáo da Identidade Profissional Docente foi realizado ao possibilitar experiéncias para recriar momentos de sua vida passada e presente nos professores iniciantes e a maneira como eles sáo projetados no futuro. Essa identidade vincula aspectos pessoais, motivacóes familiares, sua sensibilidade ao social e ás relacóes que podem ser estabelecidas com o atual momento sociocultural, criando um novo sentido da profissáo, porque conhece a si mesma e seu escopo, tornando-se um examinador crítico da sociedade e do sistema educacional em particular, com o objetivo de transformá-lo do que está ao seu alcance, o que contribui para analisar a profissáo sob diferentes perspectivas e, consequentemente, na identidade profissional docente.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Identidad profesional]]></kwd>
<kwd lng="es"><![CDATA[ámbito personal del profesor]]></kwd>
<kwd lng="es"><![CDATA[formación inicial del profesorado]]></kwd>
<kwd lng="en"><![CDATA[Professional identity]]></kwd>
<kwd lng="en"><![CDATA[personal field of the teacher]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="pt"><![CDATA[Identidade profissional]]></kwd>
<kwd lng="pt"><![CDATA[área pessoal do professor]]></kwd>
<kwd lng="pt"><![CDATA[formacáo inicial de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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