Co-construction of Teacher Identities in Early Childhood Education: Shared Narratives of Seven Chilean Educators
में बचाया:
| लेखकों: | , |
|---|---|
| स्वरूप: | artículo |
| स्थिति: | Versión publicada |
| प्रकाशन तिथि: | 2026 |
| विवरण: | Introduction. Professional teacher identity in early childhood education is shaped within a complex environment influenced by personal experiences, training contexts, and structural challenges such as early schoolification, the feminization of the field, and the lack of professional recognition. Purpose. This study analyzes the key factors contributing to the construction of professional identity throughout the training trajectories of experienced early childhood educators. Methodology. The study employed a qualitative research design with a narrative and interpretative approach, involving seven Chilean early childhood educators. Biographical interviews were conducted, followed by two co-construction sessions, which were analysed through thematic-narrative analysis. Results. Four key dimensions were identified: (1) Early identity experiences; (2) Practicum as a space for professional validation; (3) Recognition in dispute, schoolification, and gender; and (4) Professional awareness as a tool for identity resistance. Conclusions. For the participants, professional identity in early childhood education is configured at the intersection of biography, training, and social recognition, within a field shaped by a triple devaluation: underestimation of the educational level, delegitimization of pedagogical care knowledge, and low valuation of historically feminized work. Despite this, forms of agency and resistance oriented toward justice and recognition emerge, offering criteria for strengthening practicum experiences through reflective and collaborative methodologies in both initial and continuing teacher education. |
| देश: | Portal de Revistas UNA |
| संस्थान: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| भाषा: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/20156 |
| ऑनलाइन पहुंच: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/20156 |
| संकेत शब्द: | Identidad docente educación infantil investigación narrativa co-construcción ODS 4 educación de calidad calidad docente ODS 5 igualdad de género discursos de género identidades docentes Teacher Identity early childhood education narrative research co-construction SDG 4 quality education teacher quality SDG 5 gender equality gender discourses Teacher Identities Identidade docente educação Infantil pesquisa narrativa co-construção educação de qualidade qualidade docente igualdade de gênero discursos de gênero |