Revista Electrónica de Investigación Educativa (Nov 2012)
Future Teachers and Construction of Professional Identity: A Psychosocial Look at the Processes that Come into Play during Preservice Practice Teaching
Abstract
This article reports the results of research that—from the standpoint of the conceptual contributions of psychosocial approaches—seeks to elucidate the subjective processes that come into play during the first preservice teaching experiences of elementary teachers-in-training. The first part of the paper presents a contextualization of the object of study and the theoretical-methodological framework, focusing particularly on the notions of professional identity and collective subjectivity. Next, some of the data collected in the field are presented and then an interpretive reading of them is proposed, in an attempt to clarify some of the sociocultural and psychological elements involved in the construction of professional identity by those traversing the initial phase of teacher training. Finally, the article presents some reflections that highlight the importance of developing alternatives that seek to increase the impact of the initial training of future teachers, incorporating strategies that address the subjective dimension of the practice teaching sessions of their training.
