Formación de la identidad docente de estudiantes de la carrera de Educación Primaria desde la experiencia de la práctica profesional

Abstract

The purpose of this research study was to understand what qualities of professional practice favor the development of teaching identity in students of the career Pedagogy in Primary School. The research was qualitative and the information was recovered through focus groups with the participation of 15 students from a Spanish higher education institution. The results showed that professional practice favored the development of teaching identity from functions related to observation, support, and teaching. These functions acquire their real meanings when the student engages in teaching action and reflects on the practice developed. It is concluded that professional practices constitute an important route to shape the teaching identity during the initial training of the future teacher. To achieve this, it is necessary to get involved in the teaching exercise and to assume identity as a dynamic process that is built from experience.