The Initial Training of Secondary School Teachers and their Professional
Identity Professional identity has been constituted as a new prism to analyze the way teachers feel and exercise their profession. In Spain, the continued lack of initial teacher training, integrated in each one’s degree course, has given rise to an academic professional identity, inadequate for at...
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| Format: | Article |
| Language: | English |
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Universidad de Navarra
2007-10-01
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| Series: | Estudios sobre Educación |
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| Online Access: | https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/24326 |
| Summary: | Identity Professional identity has been constituted as a new prism to analyze the way teachers feel and exercise their profession. In Spain, the continued lack of initial teacher training, integrated in each one’s degree course, has given rise to an academic professional identity, inadequate for attending compulsory education (lower secondary education, ESO). A possible process of construction of professional identity in the initial teacher training is described and the author argues for a concurrent model of subject matter and pedagogical training. Also, the continued renunciation of integrated training, capable to enable a teachers’ professional identity is analyzed |
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| ISSN: | 1578-7001 2386-6292 |