Identidad profesional docente en la formación universitaria: una revisión sistemática de estudios cualitativos

Abstract

The main objective of this study is to perform a systematic review of qualitative research on the development of teacher's professional identity (PI) during their initial training. Teacher's PI is a key variable in understanding the professional life of teachers, with initial training being an especially critical period for their development. A systematic review of the scientific literature published on WOS (Web of Science), Scopus, and Scielo databases is performed from the years 2000 to 2020. Sixty-seven articles are retrieved, of which 33 are selected for qualitative and quantitative analyses after filtering by using inclusion and exclusion criteria. The results show a set of categories that favor the development of PI. This is a developing process in which there are conflicts between subjective and objective dimensions, as well as other dimensions that comprise PI. It is concluded that teacher PI development is affected by initial training, by psychological characteristics, and by socio-cultural factors.