Consideraciones teóricas sobre la Identidad Profesional Docente: concepto, estructura, factores determinantes y otras implicaciones

William Orozco-Gómez

doi:10.15665/encuen.v21i01-Enero-junio.2963

Autores/as

William Orozco-Gómez Universidad de San Buenaventura

DOI:

https://doi.org/10.15665/encuen.v21i01-Enero-junio.2963

Palabras clave:

Identidad Profesional Docente, Formación de docentes, Política Educacional

Resumen

Este artículo de revisión procura estructurar el estado de la cuestión alrededor de la identidad docente como creciente campo de investigación. Metodológicamente, se apropia la revisión narrativa de literatura, situando teóricamente la categoría desde cuatro líneas: conceptualización, estructura, configuración durante la formación docente y otras implicaciones. Fueron rastreadas 165 publicaciones internacionales, de las cuales 47 fueron seleccionadas por su pertinencia e impacto en este campo. Como resultados se advierte la polisemia del concepto, así como su complejidad en términos de factores endógenos y exógenos intervinientes en el proceso, además, se subrayan intercambios entre identidad profesional e identidad personal. Se concluye la necesidad de examinar la identidad docente desde condiciones contextuales de cada Nación, pues en éstas se establece un status quo de la profesión que resulta definitivo, se reconoce el papel de la formación docente en esta constitución identaria y se acentúa en su condición mutable y contigente.

Citas

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Consideraciones teóricas sobre la Identidad Profesional Docente: concepto, estructura, factores determinantes y otras implicaciones

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