Vol. 7 (2023): Publicación continua
E) Procesos de formación y actores de la educación

Towards a conceptualization of teacher identity

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  • Miguel Escamilla Ricalday
Miguel Escamilla Ricalday
Escuela Normal Urbana Federal de Tlaxcala “Lic. Emilio Sánchez Piedras”, México
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Portada-7
DOI: https://doi.org/10.33010/recie.v7i0.1868

Published 2023-10-13

Keywords

  • Identidad docente,
  • formación docente,
  • ciencias sociales,
  • multidisciplinariedad
  • Teacher identity,
  • teacher training,
  • social sciences,
  • multidisciplinarity

How to Cite

Escamilla Ricalday, M. (2023). Towards a conceptualization of teacher identity. RECIE. Revista Electrónica Científica De Investigación Educativa, 7, e1868. https://doi.org/10.33010/recie.v7i0.1868

Copyright (c) 2023

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

The purpose of this article is to show an overview of the different conceptualizations that make reference to teacher identity today. For this, a theoretical-epistemological review is made, considering the main disciplines, perspectives, authors, concepts, and characteristics that intervene in the identity construction process of teachers. In this manner, the concept of teacher identity is evaluated, considering four categories of methodological analysis: a) the multidisciplinary and polysemic character of teacher identity, b) the concept of self within teacher identity, c) English-speaking, Spanish-speaking and French-speaking conceptual perspectives, and finally d) characterization of teacher identity. For this documentary research analysis, sources of information in Spanish, English and French languages were considered, making sure to have a broader and international vision. Similarly, recent articles were taken into account, however, the consultation of primary authors and sources were done when necessary, with the intention of providing a more holistic and inclusive search for teacher identity. Thanks to this theoretical review, it can be concluded that the concept of teacher identity is extensively studied worldwide, due to the post-pandemic historical and social context. Therefore, it demonstrates the relevance that the object of study in question continues to have within educational research.

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