¿Por qué decidí dedicarme a la docencia? Las voces y posiciones identitarias en profesores en formación de Educación Primaria
DOI:
https://doi.org/10.21703/rexe.v23i53.2663Palavras-chave:
Self Dialógico, Identidad docente, posiciones del Yo, voces, profesores en formaciónResumo
La literatura reconoce la importancia de comprender el desarrollo de la identidad docente de los profesores en formación para brindar apoyo y prevenir deserciones. Sin embargo, la falta de estudios que capten la voz de los profesores en formación persiste. Esta investigación cualitativa interpretativa, basada en la Teoría del Self Dialógico, explora las voces que influyen en la decisión de ser profesor y las posiciones identitarias que los estudiantes adoptan con respecto a lo que significa ser profesor. Participaron 33 estudiantes de primer año y 40 de cuarto año de la carrera de Educación Primaria en Chile, quienes completaron un cuestionario online con cuatro preguntas abiertas, a las que se aplicó análisis de contenido En primer año, la voz dominante en la decisión de ser docente fue Por el gusto de enseñar, mientras que en cuarto año fue Para generar cambios en la sociedad. Además, se destacó la influencia significativa de Mis profesores en la decisión de ser docente. Emergieron dos posiciones principales: Yo-como-formador y Yo-como-agente de cambio. Se concluye que, a pesar de las diferencias en años de formación, ambas cohortes se posicionaron al integrar su historia personal y expectativas de futuro, influenciadas por voces significativas. La comprensión de este proceso es fundamental para la formación y permanencia en la profesión de los futuros profesores.
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