Didactic strategies for the development of the professional identity of preservice secondary teachers

Abstract

The professional identity of teachers has an effect on the way they behave and act as teachers. For this reason, it is important to work on it specifically in initial training. Interaction, reflection and action have proven to be effective formative elements for shaping professional identity in initial teacher training. In this learning experience, different strategies that include these elements have been applied in order to analyze their specific impact on learning and on the development of the teacher’s identity. The didactic strategies used in this educational practice are the metaphor, the diary of practices, the learning based on research and dialogic literary circles carried out in a methodology of peer tutoring. The sample is formed by 68 students of the Master’s in Teacher Training in Compulsory Secondary Education. The results show that the methodological strategies used in this peer tutoring experience have enhanced the development of professional identity in a positive learning environment. It can be concluded that promoting strategies based on interaction, reflection, and action helps to deepen the identity of teachers. Furthermore, it allows for the development of teaching competences and knowledge of specific didactic strategies that can be transferred to their teaching performance.

Keywords

• identidad profesional
• formación inicial del profesorado de secundaria
• trabajo entre iguales
• estrategias metodológicas
• máster universitario
• buena práctica