¿Qué aportan los fondos de conocimiento e identidad al interés por la formación inicial docente?

Abstract

Training teachers committed to quality education is one of the current challenges of initial teacher training; in this regard, the measures and reforms implemented require considering the identity building of teachers in training, to converge in a profound and integral educational change. The objective of the research was to identify and characterize the knowledge and identity of the students of Basic General Pedagogy in their admission to two universities of La Araucanía, Chile. Regarding methodology, the study corresponds to a descriptive and qualitative research. The participants were 34 students, whose autobiographical narratives were subjected to content analysis through the construction of codes and categories of the corpus. It was identified that, from the knowledge and identity funds it is possible to configure the identity of the future teacher of the 21st century, and the importance of considering them in the processes of academic formation is affirmed.