Professional identity of preservice teachers in the context of the 2022 curricular reforms in Mexico: a dialogical perspective
Authors
-
Miguel Escamilla Ricalday
Escuela Normal Urbana Lic. Emilio Sánchez Piedras
https://orcid.org/0009-0006-0650-1350
-
Mariela Sonia Jiménez-Vásquez
Universidad Autónoma de Tlaxcala
https://orcid.org/0000-0003-0346-5762
Download
Abstract
This study examines how pre-service teachers construct their professional identity within the framework of the 2022 curricular reforms in Mexico, drawing on Dialogical Self Theory. The objective is to explore how they internalize, interpret, and engage in dialogue with the principles of the New Mexican School (NEM) and the teacher education reform. A qualitative and interpretive approach was employed, using semi-structured interviews with eight third-semester students from the Bachelor’s in Primary Education program at the Escuela Normal Urbana in Tlaxcala, following their first teaching practicum. The analysis was organized around three categories: vocational choice, challenges in adapting to the NEM, and an emergent category focused on emotional and humanistic experience. The findings indicate that future teachers value the contextual, socio-emotional, and humanistic orientation of the NEM, but face internal tensions and external resistance, particularly from the community. Nevertheless, they consolidate their vocation through internal dialogue, critical reflection, and a commitment to social justice. The study concludes that teacher identity is a dynamic process shaped by context, emotions, and values, and that greater institutional support is necessary to strengthen the comprehensive and contextualized training of future educators.Keywords:
professional identity, preservice teachers, practicums, national curriculum.References
Aveling, E.L., Gillespie, A., y Cornish, F. (2015). A qualitative method for analysing multivoicedness. Qualitative Research, 15(6), 670-687. https://doi.org/10.1177/1468794114557991
Beauchamp, C., y Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
Bolívar, A. (2007a). La construcción de la identidad profesional del profesorado: De la teoría a la práctica. Fundación Santillana.
Bolívar, A. (2007b). La formación inicial del profesorado de secundaria y su identidad profesional. Estudios sobre Educación, 12, 13–30. https://doi.org/10.15581/004.12.24326
Bolívar, A., Fernández, M. y Molina, E. (2005). Investigar la identidad profesional del profesorado: Una triangulación secuencial. Forum: Qualitative Social Research, 6(1). https://doi.org/10.17169/fqs-6.1.516
Bullough, R. V. (1997). Becoming a teacher: Self and the social location of teacher education. En B. J. Biddle, T. L. Good, y I. F. Goodson (Eds.), International handbook of teachers and teaching (pp. 79-134). Springer. https://doi.org/10.1007/978-94-011-4942-6_3
Castillo Flores, M. A., Sernas Hernández, C. y González Baños, J. (2022). Resignificación del trabajo y la práctica docente en educación superior a la luz de la crisis por el virus SARS-CoV-2. Pedagogía y Saberes, (56), 69-82. https://doi.org/10.17227/pys.num56-13108
Castro Pérez, T., y Moya Márquez, M. (2022). El acompañamiento pedagógico en la práctica profesional presencial y/o virtual. Foro Educacional, (39), 37–77. https://doi.org/10.29344/07180772.39.3127
Diario Oficial de la Federación (2022, 16 de agosto). Acuerdo número 16/08/22. Por el que se establecen los Planes y Programas de Estudio de las Licenciaturas para la Formación de Maestras y Maestros de Educación Básica que se indican. DOF. https://www.dof.gob.mx/nota_detalle.php?codigo=5662825&fecha=29/08/2022#gsc.tab=0
Dickinson, S. J. (2012). A narrative inquiry about teacher identity construction: preservice teachers share their stories. [Tesis Doctoral, University of Missouri–Columbia]. ProQuest. https://www.proquest.com/openview/1fe310b0c88d4c9b292a86080796f6d1/1?pq-origsite=gscholar&cbl=18750
Escamilla-Ricalday, M. (2023). Hacia una conceptualización de la identidad docente. RECIE. Revista Electrónica Científica de Investigación Educativa, 7, e1868. https://doi.org/10.33010/recie.v7i0.1868
Giralt-Romeu, M., Liesa, E., y Castelló, M. (2021). Teacher identity as inquirer: voices of teacher educators. European Journal of Teacher Education, 47(1), 140–158. https://doi.org/10.1080/02619768.2021.2015319
Golzar, J. (2020). Teacher identity formation through classroom practices in the post-method era: A systematic review. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1853304
Haghighi Irani, F., Chalak, A. y Heidari Tabrizi, H. (2020). Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran. Asian-Pacific Journal of Second and Foreign Language Education, 5(19). https://doi.org/10.1186/s40862-020-00100-3
Henry, A., y Mollstedt, M. (2021). The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction. Learning, Culture and Social Interaction, 31, 100568. https://doi.org/10.1016/j.lcsi.2021.100568
Hermans, H.J.M. (2001). The dialogical self: Toward a theory of personal and cultural positioning. Culture & Psychology, 7(3), 243-281. https://doi.org/10.1177/1354067X0173001
Hermans, H.J.M. y Gieser, T. (2012). Handbook of Dialogical Self Theory. Cambridge University Press.
https://doi.org/10.1017/CBO9781139030434
Liesa, E., Giralt-Romeu, M. y Ligorio, M.B. (2022). The identity of student-teachers: becoming a professional, in C. Monereo (ed.), The Identity of Education Professionals: Positioning, Training, and Innovation. (pp. 33–53). Information Age Publishing Inc.
Martínez Rizo, F. y Blanco, E. (2010). La evaluación educativa en México: experiencias, avances y desafíos. En A. Arnaut y S. Giorguli (Coords.), Los Grandes Problemas de México (pp.89-124). El Colegio de México, A. C. https://2010.colmex.mx/16tomos/VII.pdf
Medina-Gual, L., y Monereo, C. (2025). Self-Positions in student teachers’ perceptions of assessment. Assessment & Evaluation in Higher Education, 50(5), 694–704. https://doi.org/10.1080/02602938.2025.2452344
Meijers, F., y Hermans, H. J. M. (Eds.). (2018). The dialogical self theory in education: A multicultural perspective. Springer. https://doi.org/10.1007/978-3-319-62861-5
Monereo, C. y Badia, A. (2020). A dialogical self-approach to understanding teacher identity in times of educational innovations. Quaderns de Psicologia, 22(2), 1-29. https://doi.org/10.5565/rev/qpsicologia.1572
Monereo, C. y Hermans, H. (2023). Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión). Journal for the Study of Education and Development, 46 (3), 445-491. https://doi.org/10.1080/02103702.2023.2201562
Sabino, C. D. (2023). La vocación, clave de resiliencia en la profesión docente. HOLOS, 2(39), e15185. https://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15185
Said, A. (2022). Vocational teacher educators’ role identity: A case study in Malta. Qualitative Sociology Review, 18(1), 50–70. https://doi.org/10.18778/1733-8077.18.1.03
Sánchez-Suricalday, A., García-Varela, A.B. y Castro-Martín, B. (2021). ¿Cómo entienden las y los docentes su vocación? Implicaciones de la vocación percibida en el desarrollo de la profesión docente. Pulso. Revista de Educación, 44, 145-162. https://doi.org/10.58265/pulso.4656
Scripter, L. (2023). Meaning in Life and the Vocation of Teaching. Studies in Philosophy and Education, 42, 541–558. https://doi.org/10.1007/s11217-023-09889-1
Secretaría de Educación Pública. (2022). La Nueva Escuela Mexicana: principios y orientaciones pedagógicas. https://ecosistema.buap.mx/ecoBUAP/items/07ec4ee5-90c6-4ff4-b01e-8f7131f0b0bd
Torres Arizmendi, A. y Morales Hernández, A. E. (2022). La meritocracia en los Programas de Evaluación Docente en México en el periodo 1992-2018. Sus efectos en la calidad de la educación: las voces de los maestros. Revista Conexxión, 11(33), 42-53. https://www.aliatuniversidades.com.mx/hubfs/sitio-conexxion/public/conex_33.pdf
Vandamme, R. (2014). How teachers construct their identity in higher professional education. A grounded theory study based on dialogical self theory and pattern language. [Tesis Doctoral, Tilburg University]. https://www.researchgate.net/publication/346442223_VANDAMME_PhD_dissertation_TEACHER_IDENTITY
Weise, C., y Rojos Sasso, P. (2024). Neither student nor teacher? Possible selves in the development of faculty identity during the practicum. Journal for the Study of Education and Development: Infancia y Aprendizaje, 47(4), 768-795. https://doi.org/10.1177/02103702241286402
Weise, C., Bretones-Peregrina, E., Martínez-Lozano, V. y Flores-Aguilar, G. (2025). Posiciones identitarias del profesorado frente a situaciones de emergencia social. Aprender en tiempos de crisis. Revista Electrónica Interuniversitaria de Formación del Profesorado, 28(1), 1-13. https://doi.org/10.6018/reifop.639551
