Preservice Preschool Teachers’s Professional Identity from a Chilean Regional Public University through their Autobiographies
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| Autores: | , |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2022 |
| Descripción: | This research starts from the premise that preschool teachers’ professional identity is strongly determined by gender stereotypes and trapped in the ideal of women as mothers. This professional identity feminization would be the historical discourse effect, heir to the charitable beneficence and maternal role projection, which reveals the educator’s emotional role. The aim of this study is to interpret the pre-service preschool teachers’ professional identity from a regional public university, through 53 professional autobiographies written by 2016, 2017, 2018 and 2019 senior students. The methodology, of an interpretative type, is framed in Discourse Analysis, from Cognitive Linguistics and metaphors theory. The analysis is developed in two stages. The first one is an interpretative approach to professional identity, through metaphorical analysis. In the second stage, autobiographical milestones are reviewed to define elements common to the life stories that allow the interpretation of their professional identity. The study allows to verify the initial assumption and establish how they shape their identity through the trope of the mother. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/47948 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/47948 |
| Palabra clave: | Preschool Teachers Vocational Training Female Teachers Professional Identity Discourse Analysis Autobiographies Docentes de preescolar Formación profesional Docente femenina Identidad profesional Análisis del discurso Autobiografías |