Why did I decide to dedicate myself to teaching? The voices and teaching positions in aspiring Primary Education teachers
DOI:
https://doi.org/10.21703/rexe.v23i53.2663Keywords:
Self Dialógico, Identidad docente, posiciones del Yo, voces, profesores en formaciónAbstract
The literature recognizes the importance of understanding the development of preservice teachers' teaching identity to provide support and prevent desertions. However, the lack of studies that capture the voice of pre-service teachers persists. This qualitative interpretive research based on the Theory of the Dialogical Self, explores the voices that influence the decision to be a teacher and the identity positions that students adopt with respect to what it means to be a teacher. 33 first year and 40 fourth-year Primary Education students in Chile participated, who completed an online questionnaire with four open questions, to which content analysis was applied. In first year, the dominant voice in the decision to be teacher was For the joy of teaching, while in the fourth year it was To generate changes in society. Furthermore, the significant influence of my teachers on the decision to become a teacher was highlighted. Two main positions emerged: I as a trainer and I as an agent of change. It is concluded that, despite the differences in years of training, both cohorts positioned themselves according to their personal history and future expectations, influenced by significant voices. Understanding this process is essential for the training and permanence in the profession of future teachers.
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