The objective of the study was to analyze the configuration of the professional teaching identity of special education students of a public university in Santiago de Chile, through autobiographical accounts. With a qualitative approach and narrative biographical method, this study uses analytical induction as a model, in order to understand the discourses in their globality and also in their particularity. It is discussed on the basis of four dimensions of analysis, namely: personal, social, academic and professional, which together make up the Professional Teaching Identity. It is concluded that the Professional Teaching Identity is constituted as a dynamic and continuous process, built in subjective and participative reflection, with peer groups, teachers, and other significant actors, needing constant accompaniment that dynamizes reflection in praxis.
Keywords:
teacher training, special education teacher training, identity, autobiographies
Figueroa Espínola, A. M., Román Soto, D., Lizana Muñoz, V., Barrera Reyes, M., & Arancibia Zeballos, J. . (2023). The Configuration Of The Professional Teaching Identity Of Special Education Students, Through Autobiographical Accounts. Revista Enfoques Educacionales, 20(2), 67–84. https://doi.org/10.5354/2735-7279.2023.73277
