Construction of teaching professional identity during initial training as teachers

Abstract

Education requires qualified professionals who are prepared to adapt to the challenges of the moment. Moreover, committed and motivated people are needed, who find meaning and fulfillment in what they do. Demotivation and abandonment of many students and beginner teachers are an international concern. The purposes are to expand the understanding of the teaching identity in its beginnings. Qualitative research has been carried out with two phases: a) the thematic analysis about professional identity stories of future teachers with different training/guiding experiences; and b) a case study during the development of a vocational guidance program with professional portfolio. The results highlight the group participating in an orientation program with professional portfolio. Those who have worked with the portfolio of guidance are aware of the process of strengthening their professional identity. They analyze the subjects from a competence perspective and assume challenges aimed at satisfying their vital projects. They define more references for their professional identity and value the learning experiences in the college. The other students place the development of the professional identity in a future time and do not integrate learning with the personal and professional profile. However, of all of them, those who have participated in the competence/reflective approach of training show emerging professional identity features and describe more references for their development. The conclusions point to the need for students to assume an active role of authorship regarding their professional identity since entering the faculty. Accompaniment is the key, facilitated by pedagogical tools such as the ePortfolio or similar.