Emotions and Teachers’ Professional Identity: Relations and Incidence
Teachers’ Professional Identity (TPI) is closely and continuously linked to emotions from the very first moment when identity profile is structured and in every single transformation suffered. Studies that address identity are now more focused on gaining new perspectives on when, where and how to be...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2017
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7208 |
| _version_ | 1802223975846117376 |
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| author | Buitrago-Bonilla, Rafael Enrique Cárdenas-Soler, Ruth Nayibe |
| author_facet | Buitrago-Bonilla, Rafael Enrique Cárdenas-Soler, Ruth Nayibe |
| author_sort | Buitrago-Bonilla, Rafael Enrique |
| collection | OJS |
| description | Teachers’ Professional Identity (TPI) is closely and continuously linked to emotions from the very first moment when identity profile is structured and in every single transformation suffered. Studies that address identity are now more focused on gaining new perspectives on when, where and how to be rather than raising questions about who you are. In this context, this article presents results concerning the aspects related to the identity and the feelings of seventeen last semester students from the Universidad Pedagógica y Tecnológica de Colombia towards the profession they have chosen. The research used the case study with multiple units of analysis and the indepth interview as data collection methods, which were analyzed thanks to the computer program ATLAS TI. In conclusion, the identities are diverse, dynamic, and complex and they are built from intrapersonal components, emotional experiences and experiences in classroom practice, in accordance with the characteristics of the environment. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7208 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2017 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-72082022-06-15T17:12:56Z Emotions and Teachers’ Professional Identity: Relations and Incidence Emociones e identidad profesional docente: relaciones e incidencia Émotions et Identité Professionnelle de L’enseignant: Relations Et Incidence Emoções e Identidade Profissional Docente: Relações e Incidência Buitrago-Bonilla, Rafael Enrique Cárdenas-Soler, Ruth Nayibe emotions teachers’ professional identity teacher training teachers in training emociones identidad profesional docente formación de maestros maestros en formación émotions identité professionnelle de l’enseignant formation des enseignants enseignants en formation emoções identidade profissional docente formação de maestros maestros em formação Teachers’ Professional Identity (TPI) is closely and continuously linked to emotions from the very first moment when identity profile is structured and in every single transformation suffered. Studies that address identity are now more focused on gaining new perspectives on when, where and how to be rather than raising questions about who you are. In this context, this article presents results concerning the aspects related to the identity and the feelings of seventeen last semester students from the Universidad Pedagógica y Tecnológica de Colombia towards the profession they have chosen. The research used the case study with multiple units of analysis and the indepth interview as data collection methods, which were analyzed thanks to the computer program ATLAS TI. In conclusion, the identities are diverse, dynamic, and complex and they are built from intrapersonal components, emotional experiences and experiences in classroom practice, in accordance with the characteristics of the environment. La Identidad Profesional Docente (IPF) está íntima y continuamente ligada a las emociones desde el mismo momento en que se estructura el perfil de identidad y en cada transformación que se da. Los estudios que abordan la identidad están pasando de plantear cuestiones respecto a quién se es para asumir nuevas perspectivas orientadas a cuándo, dónde y cómo se es. En este marco conceptual, el presente artículo presenta resultados concernientes a los aspectos relacionados con la identidad y las emociones que diecisiete estudiantes de últimos semestres de los programas de formación de maestros de la Universidad Pedagógica y Tecnológica de Colombia (UPTC) atribuyen a la profesión que han escogido. La investigación se valió del estudio de caso, con múltiples unidades de análisis, y de la entrevista a profundidad como técnica para la recolección de los datos, los cuales se analizaron con el apoyo del programa informático ATLAS TI. En conclusión, las identidades son diversas, dinámicas y complejas, y se configuran a partir de componentes intrapersonales, vivencias emocionales y experiencias en la práctica de aula, en correspondencia con las características del contexto. L’Identité Professionnelle de l’Enseignant (IPE) est intimement et étroitement liée aux émotions, dès l’instant de structuration du profile d’identité et dans chaque transformation subie. Les études qui abordent l’identité sont en train de repenser des questions vis-à-vis de ce qui on est, pour adopter une perspective plus axée sur quand, où et comment être. Dans ce cadre conceptuel, le présent article expose des résultats concernant les émotions et les aspects qui sont en relation avec l’identité de dix-sept étudiants en derniers semestres des programmes de formation des enseignants à l’Universidad Pedagógica y Tecnológica de Colombia (UPTC) face à la profession qu’ils ont choisi. La recherche s’est servie de l’étude de cas à plusieurs unités d’analyse et de l’entretien en profondeur en tant que méthodes de collecte de données, celles-ci ont été analysées à l’aide du logiciel informatique ATLAS TI. En conclusion, les identités sont diverses, dynamiques et complexes ; elles sont façonnées à partir de composantes intrapersonnelles, d’expériences émotionnelles et de faits vécus dans la pratique de la classe, en correspondance avec les caractéristiques du contexte. A Identidade Profissional Docente (IPF) está íntima e continuamente unida às emoções desde o mesmo momento em que se estrutura o perfil de identidade e na cada transformação que se dá. Os estudos que abordam a identidade estão a passar de propor questões com respeito a quem se é para assumir novas perspectivas orientadas a quando, onde e como se é. Neste âmbito conceitual, o presente artigo apresenta resultados concernentes aos aspectos relacionados com a identidade e as emoções que dezessete estudantes de últimos semestres dos programas de formação de maestros da Universidad Pedagógica y Tecnológica de Colombia (UPTC) atribuem à profissão que têm escolhido. A pesquisa valeu-se do estudo de caso, com múltiplas unidades de análises, e da entrevista a profundidade como técnica para a recopilação dos dados, os quais se analisaram com o apoio do programa informático ATLAS TI. Em conclusão, as identidades são diversas, dinâmicas e complexas, e configuram-se a partir de componentes intrapessoais, vivências emocionais e experiências na prática de sala, em correspondência com as características do contexto. Universidad Pedagógica y Tecnológica de Colombia 2017-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7208 10.19053/22160159.v8.n17.2018.7208 Praxis & Saber; Vol. 8 No. 17 (2017): Historia de la Educación y la Pedagogía; 225 - 247 Praxis & Saber; Vol. 8 Núm. 17 (2017): Historia de la Educación y la Pedagogía; 225 - 247 Praxis & Saber; Vol. 8 No 17 (2017): Historia de la Educación y la Pedagogía; 225 - 247 Praxis & Saber; V. 8 N. 17 (2017): Historia de la Educación y la Pedagogía; 225 - 247 Praxis & Saber; v. 8 n. 17 (2017): Historia de la Educación y la Pedagogía; 225 - 247 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7208/5699 |
| spellingShingle | emotions teachers’ professional identity teacher training teachers in training emociones identidad profesional docente formación de maestros maestros en formación émotions identité professionnelle de l’enseignant formation des enseignants enseignants en formation emoções identidade profissional docente formação de maestros maestros em formação Buitrago-Bonilla, Rafael Enrique Cárdenas-Soler, Ruth Nayibe Emotions and Teachers’ Professional Identity: Relations and Incidence |
| title | Emotions and Teachers’ Professional Identity: Relations and Incidence |
| title_alt | Emociones e identidad profesional docente: relaciones e incidencia Émotions et Identité Professionnelle de L’enseignant: Relations Et Incidence Emoções e Identidade Profissional Docente: Relações e Incidência |
| title_full | Emotions and Teachers’ Professional Identity: Relations and Incidence |
| title_fullStr | Emotions and Teachers’ Professional Identity: Relations and Incidence |
| title_full_unstemmed | Emotions and Teachers’ Professional Identity: Relations and Incidence |
| title_short | Emotions and Teachers’ Professional Identity: Relations and Incidence |
| title_sort | emotions and teachers professional identity relations and incidence |
| topic | emotions teachers’ professional identity teacher training teachers in training emociones identidad profesional docente formación de maestros maestros en formación émotions identité professionnelle de l’enseignant formation des enseignants enseignants en formation emoções identidade profissional docente formação de maestros maestros em formação |
| topic_facet | emotions teachers’ professional identity teacher training teachers in training emociones identidad profesional docente formación de maestros maestros en formación émotions identité professionnelle de l’enseignant formation des enseignants enseignants en formation emoções identidade profissional docente formação de maestros maestros em formação |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7208 |
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