¡Quiero ser docente!La construcción de la identidad profesional entre aulas

Abstract

In the last years certain substantial changes have taken place in all the levels (educational, social, economic, political, legislative�) which have led us, as professionals of the education, to restructure, to rethink and to reconstruct the initial training study plans of the future teachers "to-be." Due to the fact that future teachers enroll and attend classes due to their vocation, desire and motivation in search of learning experiences, strategies, methodologies and resources which they will have to put in practice and make them live in the day-to-day diverse situations at any school where they will be faced with. From university and college to school classrooms, future teachers will be forging their own identities through dynamic processes of constant interaction with diverse contexts, and in relationship with different persons; thus, being able to provide a series of answers to an ever increasingly demanding and complex profession. The present work, linked to a project of educational research (Identidoc) at the University of Barcelona, has as its main purpose to know, to describe and to analyze how the newly "to-be" teachers, from both public and private schools which are enrolled between the first one and the fifth year of teaching, are constructing their professional identity in the Primary Education cycle. Different interviews have been undertaken, gatherings and encounters (attending together to their schools) and discussion groups, with the objective to provide answers to three key questions: What has been the motivation to become teachers? Secondly, what role has initial learning (university and external internships and practices) played? And, at last, what role has continuous education played in their development as a professional in the education realm? In parallel to the entire process of investigation and discovery, engaging in more informal conversations, a gathering of concerns and interests was performed and the voices of students currently engaged in the Kinder garden and Primary educational cycles. In our current role of trainers for the future generation of teachers, we are interested which are the dilemmas that emerge when they have to face their educational practice and the challenge in bringing together knowledge, procedure, skills and capabilities between university and school.