Importancia de la trayectoria escolar como plataforma para la construcción de la identidad docente del profesor universitario
Bibliographic Data
| ID | 22030609 |
|---|---|
| Authors | Xochiquetzal Xanat Rodríguez Rivera (Universidad Nacional Autonoma de Mexico), Patricia Del Carmen Covarrubias Papahiu (0000-0001-9855-3399, Universidad Nacional Autonoma de Mexico) |
| Year | 2021 |
| Volume | 12 |
| Issue | 1 |
| Pages | 179-199 |
| Publication date | 2021-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Voces y Silencios Revista Latinoamericana de Educación (JOURNAL) |
| Journal identifiers | ISSN: 2215-8421 • E-ISSN: 2215-8421 |
| Publisher | Universidad de los Andes (PUBLISHER • VE) |
| DOI | 10.18175/vys12.1.2021.8 |
| OpenAlex | W3186823797 |
| Language | ES |
| Citations received | 2 |
| References cited | 9 |
The importance of studying the identity of university teachers lies in their role as mediators of learning and as key elements in the professional training of new generations. In this sense, and considering that teaching identity is historically and relationally constructed in different spaces of socialization, we report the findings regarding the school trajectories of university teachers, which constitutes one of the exploration axes of an ongoing research project, whose purpose is to investigate how the teaching identity of university teachers is constructed and the way in which they perceive and mean their pedagogical practice. The school trajectory of university professors is important insofar as it reveals their dispositions towards higher education, the type of experiences they have to overcome and face as students, and the type of paths and strategies necessary to develop for an eventual identity as teachers. The qualitative biographical-narrative approach was used to obtain life stories of professors from different disciplines working in a public and a private university. The findings highlight the importance of cultural capital for career choice; student sociability among peers during high school; identification with disciplinary knowledge and knowledge of the chosen profession; experiences and opportunities for collaboration as students with university professors; distinguishing oneself as an outstanding student, and the influence of memorable professors as figures and role models
Discipline · Humanities · Narrative · Pedagogy · Public university · Social science · Socialization · Sociology · Education and Teacher Training · Education in Rural Contexts · Higher Education Teaching and Evaluation · Psychology · Social Psychology
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |