Transformative School Digital Sustainability Model to Improve Teacher Professionalism and Identity in Primary Education

Abstract

In the transformation of education, it is essential that the teacher conceives their pedagogical practice as a way to strengthen their professional identity and exercise their teaching work in accordance with the trends and challenges of education, showing good preparation, developing research, using technology, and reflecting on their teaching practice. In order to improve the development of Teacher Professional Identity (TPI), the transformative school digital sustainability model was applied. The design was pre-experimental of an explanatory type, and a questionnaire was applied to 31 teachers from a school in Peru. Taking into account the dimensions of teaching performance established in the Framework for Good Teaching Performance (MBDD, from the Spanish Marco de Buen Desempeño Docente), the extent of the development of teaching professionalism and identity was chosen. By applying the model, it was possible to reverse the problem identified in the pre-test, increasing the high level to 67.74%.