Construction de l'identité professionnelle des enseignants: Exemple des enseignants au Kenya

Abstract

This article sought to study the social representations of teachers in pre-service training and to understand how these representations influence the construction of teacher identity. Our results reveal that social representations act as a benchmark for pre-service student teachers. The conflicts that arise are a result of discrepancies between individual and social identity. In other words, individuals distinguish between a societal definition and a personal definition of self. By highlighting the significance of social representations in identity construction, this contribution offers new insights into the development of teacher identity among student teachers in Kenya.