Pedagogical knowledge in the teaching of the Spanish language. A narrative biographical approach to the interpretation of the teaching identity

Abstract

In response to the need that exists in the interpretive paradigm of the social sciences to recognize the teacher as a social subject, understand their teaching perspectives and interpret and publicize, in this case, the knowledge that originates in teaching practices, the research that we disseminated in this article had the purpose of  document significant experiences of Spanish language teachers, through the narratives of their formative stories to produce pedagogical knowledge in the field of language teaching. The research was developed from the qualitative approach with biographical-narrative methodology, the narratives of four teachers of official educational institutions of Montería municipality were reconstructed through the semi-structured interview and the life story. The microtextual analysis was used to interpret the social representations of the teachers around categories such as teaching identity and language teaching. The results indicate that the teaching identity of these teachers is based on subcategories such as vocation, teaching transformation, teaching experience, didactic competence and interpersonal competence. These categories are the product of the reflection and reconstruction of their vital trajectories and are constituted in pedagogical knowledge for the training of teachers in the field of education sciences.