Professional identity of early childhood educators: Biographical Traces of their childhood and adolescence

Professional identity of early childhood educators: Biographical Traces of their childhood and adolescence

Authors

  • Ignacio Figueroa-Céspedes Facultad de Educación, Universidad Diego Portales

DOI:

https://doi.org/10.5027/psicoperspectivas-Vol22-Issue3-fulltext-2991

Keywords:

childhood, early childhood education, teacher education, teacher identity

Abstract

Professional teaching identity is a dynamic and multiple concept which is closely related to aspects of personal identity and the capacity for human agency. This research aims to describe childhood and adolescent experiences, understood as biographical traces, reported by a group of eight Chilean kindergarten educators in the context of the development of their professional teaching identity. We used a qualitative method of biographical-narrative orientation, developed from semi-structured interviews, journey plots and biograms. We applied a thematic analysis to these materials in order to group their biographical traces. Topics account experiences related to significant people, neglect/abandonment, care, school and vocation. In their narratives, educators acknowledge the impact of their early family, school, and community experiences on the formation of their teaching identities. The exploration of biographical traces through narratives reveals the close connection between personal and professional life, emphasizing this intersection as crucial for strengthening teacher education in early childhood.

Author Biography

Ignacio Figueroa-Céspedes, Facultad de Educación, Universidad Diego Portales

Académico e Investigador, Facultad de Educación de la Universidad Diego Portales

Published

2023-11-03

How to Cite

Figueroa-Céspedes, I. (2023). Professional identity of early childhood educators: Biographical Traces of their childhood and adolescence. Psicoperspectivas, 22(3). https://doi.org/10.5027/psicoperspectivas-Vol22-Issue3-fulltext-2991
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