The use of autobiographies in initial teacher training

Abstract

This paper analyzes the contribution of autobiographical narratives to the initial training of teachers based on its application as a learning and research activity in the classroom with university students of the first year of Primary Education Studies. From an intercultural approach that departs from the recognition and value of diversity in the classroom, life stories focused on their own educational trajectories and environment have been worked with future teachers, identifying situations of inequality and/or discrimination, from childhood to university. The results show the relevance of this tool for the recognition of diversity in the classroom and the construction of an intercultural teaching identity in times of pandemic and distance education in which social and educational inequalities emerge.