Session Information
19 SES 12, The Development of the Postmodern Professional (Part 1)
Symposium
Contribution
The very first encounter of teachers with the joys and sorrows of their career usually takes place during the practicum and this experience leaves an indelible trace in the teacher’s identity. Future teachers are asked to integrate in a coherent way what they perceive in the schools with their core identities. During this self-negotiation between the expected and what takes place in the real ground, student teachers reshape their identities, finding creative solutions to the dilemmas they face in their daily interactions. The construction of the professional identity of pre-school teachers during initial training and the first years at work (MICINN-EDU2010-20852-C02-02), we ask the students to post a problem or a real case they are living during the practicum. Year after year we observe that they fight to integrate what they observe and their previous ideas of what the ideal teacher has to do. Two specific cases are analyzed against the Communities of Practice theory (Lave and Wenger, 1991). In one case the student teacher could not integrate her identity, while in a second case, a student managed to successfully integrate her belonging to another community of practice, the one of the sign language users, with her teaching identity.
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