Relatos del proceso de construcción identitaria del profesorado de y para la justicia social

Marisa Guzmán Munita; Carolina  Villagra Bravo; Angélica Riquelme-Arredondo; Simona Mayo González; Ricardo Sánchez Lara

doi:10.5354/2735-7279.2024.74888

Accounts of the teachers’ identity construction process from and for a social justice approach

Authors

Marisa Guzmán Munita Universidad Andrés Bello https://orcid.org/0000-0003-0951-2777
Carolina Villagra Bravo Universidad Católica Silva Henríquez https://orcid.org/0000-0002-5428-2555
Angélica Riquelme-Arredondo Universidad Católica Silva Henríquez https://orcid.org/0000-0003-2007-5600
Simona Mayo González Universidad de Los Lagos https://orcid.org/0000-0002-1775-6141
Ricardo Sánchez Lara Universidad Central de Chile https://orcid.org/0000-0003-3223-6555

Abstract

The study of accounts regarding the forging of teachers’ identities during teacher’s training seeks to promote a critical perspective that contributes to educational justice and reflection on the interaction with the communities involved in the teachers’ training process. In this context, the study sought to analyze the teachers’ identity construction process in initial teacher’s training through the study of the practices of legitimation, recognition and participation, and the social justice for action approach identified in the autobiographical accounts and experiences of their formative process. Twelve trainee teachers in their last year of initial training at a university in Santiago, Chile, participated. The results show that trainee teachers have notions of social justice for action related to the transformation of socio-educational environments; however, we found that there are contextual limitations related to their participation and autonomy, which have an impact on their teaching agency and their perception of being a teacher. In conclusion, the review of the conditions and meanings of practical training in teachers’ training programs becomes relevant because they are linked to the identity construction process of teachers from and for social justice.