La opción docente en estudiantes de Pedagogía: análisis de sus fondos de conocimiento e identidad

Abstract

Education in Chile faces profound challenges that require qualified and committed professionals dedicated to educational quality. The systematic decline in enrollments and the scarcity of teachers by 2025 are growing concerns. Therefore, it is necessary to consider constructing the teaching identity in teacher training. In this context, this research explores the circles of influence that drive first-year students in General Basic Pedagogy to choose teaching as a profession, focusing on knowledge and identity backgrounds, at two universities in La Araucanía, Chile. The methodology is descriptive and qualitative; the 'significant circle' was used as an instrument, and 1,275 minutes of interviews with 22 students were analyzed using content analysis. Spaces, contexts, practices, and values influencing the decision to pursue pedagogy as a profession were identified. Finally, the importance of this approach is emphasized to address and bring about a comprehensive educational change in teacher academic training, where students play a leading role in shaping their professional identity from the onset of their education.